Magnitude and Mathematics: Number, Space, and Mathematical Achievement Open Access

Abstract

There has been substantial research on nonverbal number estimation in adults, including the possibility that individual differences in numerical estimation abilities may correlate with mathematical performance. Additionally, there is some evidence that spatial and numerical processing systems overlap in what is called a general magnitude system (GMS). If a GMS exists, then it is conceivable that nonverbal spatial estimation abilities may correlate with math achievement as well. This study is the first to examine this relation between magnitude estimation, both spatial and numerical, and math achievement in adults at one point in time. Preliminary support was found for a relation between both spatial and numerical acuity and math performance, opening the possibility that number and space have a common processing mechanism relating to math performance.

Table of Contents

Table of Contents
Introduction...1
Methods...13
Results...19
Discussion...26
References...36
Tables...40
Figures...47

About this Honors Thesis

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School	Emory College
Department	Psychology
Degree	BA
Submission	Honors Thesis
Language	English
Research Field	Psychology, Experimental Psychology, Cognitive
Keyword	Magnitude Processing Number Math Achievement Space
Committee Chair / Thesis Advisor	Lourenco, Stella, Emory University
Committee Members	Glazov-Corrigan, Elena, Emory University Barsalou, Lawrence, Emory University

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