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Attention Score in Context
| Title |
Passive Hand Movements Disrupt Adults’ Counting Strategies
|
|---|---|
| Published in |
Frontiers in Psychology, January 2011
|
| DOI | 10.3389/fpsyg.2011.00201 |
| Pubmed ID | |
| Authors |
Ineke Imbo, André Vandierendonck, Wim Fias |
| Abstract |
In the present study, we experimentally tested the role of hand motor circuits in simple-arithmetic strategies. Educated adults solved simple additions (e.g., 8 + 3) or simple subtractions (e.g., 11 - 3) while they were required to retrieve the answer from long-term memory (e.g., knowing that 8 + 3 = 11), to transform the problem by making an intermediate step (e.g., 8 + 3 = 8 + 2 + 1 = 10 + 1 = 11) or to count one-by-one (e.g., 8 + 3 = 8…9…10…11). During the process of solving the arithmetic problems, the experimenter did or did not move the participants' hand on a four-point matrix. The results show that passive hand movements disrupted the counting strategy while leaving the other strategies unaffected. This pattern of results is in agreement with a procedural account, showing that the involvement of hand motor circuits in adults' mathematical abilities is reminiscent of finger counting during childhood. |
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 % |
|---|---|---|
| United States | 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 67 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | 3% |
| Spain | 1 | 1% |
| Germany | 1 | 1% |
| Australia | 1 | 1% |
| Unknown | 62 | 93% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 15 | 22% |
| Researcher | 12 | 18% |
| Student > Master | 10 | 15% |
| Professor | 7 | 10% |
| Student > Bachelor | 4 | 6% |
| Other | 13 | 19% |
| Unknown | 6 | 9% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 42 | 63% |
| Agricultural and Biological Sciences | 3 | 4% |
| Medicine and Dentistry | 3 | 4% |
| Neuroscience | 2 | 3% |
| Computer Science | 2 | 3% |
| Other | 4 | 6% |
| Unknown | 11 | 16% |
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 10 June 2012.
All research outputs
#18,308,895
of 22,668,244 outputs
Outputs from Frontiers in Psychology
#21,818
of 29,361 outputs
Outputs of similar age
#159,935
of 180,308 outputs
Outputs of similar age from Frontiers in Psychology
#198
of 239 outputs
Altmetric has tracked 22,668,244 research outputs across all sources so far. This one is in the 11th percentile – i.e., 11% of other outputs scored the same or lower than it.
So far Altmetric has tracked 29,361 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one is in the 19th percentile – i.e., 19% 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 180,308 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 5th percentile – i.e., 5% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 239 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.