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Attention Score in Context
| Title |
Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities
|
|---|---|
| Published in |
Journal of Experimental Child Psychology, November 2015
|
| DOI | 10.1016/j.jecp.2015.10.016 |
| Pubmed ID | |
| Authors |
Kenny Skagerlund, Ulf Träff |
| Abstract |
The current study investigated whether processing of number, space, and time contributes to mathematical abilities beyond previously known domain-general cognitive abilities in a sample of 8- to 10-year-old children (N=133). Multiple regression analyses revealed that executive functions and general intelligence predicted all aspects of mathematics and overall mathematical ability. Working memory capacity did not contribute significantly to our models, whereas spatial ability was a strong predictor of achievement. The study replicates earlier research showing that non-symbolic number processing seems to lose predictive power of mathematical abilities once the symbolic system is acquired. Novel findings include the fact that time discrimination ability was tied to calculation ability. Therefore, a conclusion is that magnitude processing in general contributes to mathematical achievement. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 124 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Spain | 1 | <1% |
| Unknown | 123 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 26 | 21% |
| Student > Master | 23 | 19% |
| Student > Bachelor | 17 | 14% |
| Student > Doctoral Student | 12 | 10% |
| Researcher | 10 | 8% |
| Other | 20 | 16% |
| Unknown | 16 | 13% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 74 | 60% |
| Neuroscience | 6 | 5% |
| Mathematics | 5 | 4% |
| Social Sciences | 4 | 3% |
| Computer Science | 2 | 2% |
| Other | 12 | 10% |
| Unknown | 21 | 17% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 08 December 2015.
All research outputs
#20,656,161
of 25,374,647 outputs
Outputs from Journal of Experimental Child Psychology
#1,444
of 1,743 outputs
Outputs of similar age
#290,574
of 394,393 outputs
Outputs of similar age from Journal of Experimental Child Psychology
#46
of 54 outputs
Altmetric has tracked 25,374,647 research outputs across all sources so far. This one is in the 10th percentile – i.e., 10% of other outputs scored the same or lower than it.
So far Altmetric has tracked 1,743 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 11.6. This one is in the 7th percentile – i.e., 7% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 394,393 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 14th percentile – i.e., 14% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 54 others from the same source and published within six weeks on either side of this one. This one is in the 9th percentile – i.e., 9% of its contemporaries scored the same or lower than it.