From mclstrainee at gmail.com Wed Sep 1 15:45:13 2021 From: mclstrainee at gmail.com (MCLS Trainee) Date: Wed, 1 Sep 2021 17:45:13 -0400 Subject: [MATHLINK] Lightning Talks, FRIDAY September 3rd @ 11am EST//4:00pm BST Message-ID: Dear MCLS Community, Join us this *Friday, September 3rd @ 11am EST/ 4pm BST. *We'll be hearing from *eight *MCLS members in quick, 5-minute presentations. Their abstracts are included at the bottom of this email. *Jenna Rice (Undergraduate Student, Carleton University):* *Number Transcoding for French Immersion Students* *Madeleine Oswald (Doctoral Student, University of Chicago):* *Playing Games Promotes More Number Talk Than Other Home Activities* *Maria Glaser (Doctoral Student, Humboldt-Universit?t zu Berlin):* Are spatial biases in mental arithmetic domain-specific? *Elena Leib (Doctoral Student, University of California, Berkeley):* *Testing the whole number bias hypothesis in children: evidence for the role of inhibitory control and whole number interference* *Ilaria Berteletti (Assistant Professor, Gallaudet University):* *The unexplored role of handshape similarity in processing numbers on the hands.* *Nachshon Korem (Post Doc, Department of Psychiatry at Yale University School of Medicine):** Is the working memory math anxiety relation task-dependent? A network analysis approach study* *Lauren Anthony (Doctoral Student, University of Wisconsin-Madison):* *Examining the Effects of Equations in Sequence on Problem-Solving Performance and Relational Reasoning* *Jeffrey K. Bye (Lecturer, University of Minnesota):** Erroneous estimation of the factorial function and improvement through calibration experiences* Join the room at any time from the link https://tinyurl.com/MCLS2021 (Meeting ID: 225 833 7242, Passcode: MCLS2021). Thanks so much and we hope to see you this week! The MCLS Conference Organizing Committee ------------------------------ *Past Events and News:* - Did you miss the awesome Academic Job Market panel on August 20th? It's posted now on the MCLS Trainee Youtube channel ! *Upcoming Events and News:* - *Thursday, September 9 @ 9:00am EST // 2:00pm BST* - MCLS 2021 Symposium "*Symbolic number ordering: Underlying mechanisms and its (causal) relation with math performance*", organized by Bert Reynvoet (KU Leuven) and Francesco Sella (Loughborough University) - *Friday, September 17 @ 11:00am EST // 4:00pm BST* - MCLS 2021 Symposium "*Accessing to fractional magnitudes: From perception to higher cognition*" organized by Yunji Park (Stanford University) **Check out all past and upcoming events in the MCLS 2021 program by clicking here .** ------------------------------ *September 3rd Lightning Talks - AbstractsJenna Rice (Undergraduate Student, Carleton University)* *Number Transcoding for French Immersion Students* Number transcoding is the process of mapping between the verbal code (e.g., four hundred) and the digital code (e.g., 400) of a numeral. Transcoding can be difficult for young children, especially if the verbal number system of their language does not reflect the base-ten structure of the Arabic numeral system. French in particular presents challenges to young transcoders due to its verbal complexity in the decades 70, 80 and 90. For example, 72 in French is ?soixante douze? (i.e., sixty-twelve). For these decades, French uses a vigesimal rather than a decade structure. In the present research, we compared the written transcoding performance of French immersion students when they transcoded in English versus French. In French immersion programs, the primary language of instruction is French. Grade 3 students (Mage = 8.8 years) enrolled in French immersion (n = 152) transcoded the same numbers once in English and once in French, on different days. Six numerals from each of the hundreds, thousands, ten thousands, hundred thousands, and millions were selected, with complex decades located in tens (e.g., 2398, 16070), or ten thousands (e.g., 82067, 574321). As expected, students made more errors on numerals with complex decades in French than English. Furthermore, individual differences in number transcoding were related to receptive vocabulary scores in the language of transcoding. The results provide further evidence for the role that language plays in number transcoding and, more specifically, for the effect of the French verbal number system on the development of children?s transcoding skills. *Madeleine Oswald (Doctoral Student, University of Chicago)* *Playing Games Promotes More Number Talk Than Other Home Activities* Parental math talk as well as engaging in math related activities at home are related to children?s numerical abilities (e.g. Gunderson & Levine 2011; Purpura et al., 2020). Previous research shows parent math talk varies across different activities (Anderson, 1997; Ramani et al., 2015), however these studies used a limited number of experimenter provided activities. It is unknown which spontaneous everyday activities generate the most math talk. Using 90-minute video recordings of 38-month-old children?s naturalistic home interactions, we categorized children?s activities into 13 broad categories (Arts, Building, Basic-care, Chores, Discipline, Electronicmedia, Food, Games, Performing-knowledge, Physical-play, Pretend-play, Print-media, Unstructured). Parent?s child-directed speech was transcribed and searched for instances of number words. Children hear the highest amount of number words as well as the greatest density of number words during Games. This complements previous research showing that experience playing games is positively correlated with numeric ability (Ramani & Siegler, 2009). Future analyses will explore other types of math talk including relational vocabulary (e.g. bigger, smaller, more, less) and spatial words (e.g. square, diagonal, above). *Maria Glaser (Doctoral Student, Humboldt-Universit?t zu Berlin)* *Are spatial biases in mental arithmetic domain-specific?* The field of numerical cognition has seen a recent rise of studies demonstrating shifts of spatial attention to the right (left) during addition (subtraction) processing. For example, Glaser & Knops (2020) observed shifts to the right in two-digit addition but no shifts in subtraction processing. These findings have been taken as evidence for the spatial organisation of the numerical representation that is operated upon. Nevertheless, another branch of research in cognitive psychology has shown that cognitive load or reduced alertness can lead to rightward shifts of attention. Because the combination of a measurement of spatial attention and an arithmetic operation creates a dual-task paradigm with increased task load, the question of the contributions of domain-general (task load) and domain-specific (arithmetic processing) factors to the observed spatial biases arises. To investigate the impact of task load on spatial attention in a non-arithmetic dual-task setup we measured spatial attention via a temporal order judgment task in the context of an analogy task (dual-task, high load) and alone (baseline: single-task, low load). Results showed no significant difference in spatial attention between the baseline and the analogy task. This indicates that the attentional shifts observed in the context of arithmetic processing are due to domain-specific task components (arithmetic processing and the spatial layout of its underlying numerical representation), rather than domain-general factors like the cognitive load that such a dual-task situation entails. *Elena Leib (Doctoral Student, University of California, Berkeley)* *Testing the whole number bias hypothesis in children: evidence for the role of inhibitory control and whole number interference* The whole number bias hypothesis suggests that a primary source of rational number difficulties is interference from whole number knowledge (Ni & Zhou, 2005). Here, we tested two implications of this hypothesis involving inhibitory control (IC) and whole number knowledge, in the realm of fractions. First, if resolving interference is crucial for rational number understanding, we would expect IC to be predictive of fraction comparison performance, even after accounting for working memory (WM), the most robust predictor of math outcomes. Second, if whole number knowledge interferes with fraction processing, we would expect it to paradoxically predict worse fraction outcomes, despite its typical positive association with math outcomes (Schneider et al., 2017). To investigate these hypotheses, we analyzed data from a fraction comparison task, a whole number comparison task, a WM composite score, and an IC composite score from 780 3rd, 5th, and 7th graders from the San Francisco Bay Area. Using linear models, we found that IC reliably predicts fraction performance over and above contributions of WM. For whole number knowledge, results were mixed. Whole number knowledge positively predicted fraction comparison outcomes for the 7th graders, for easy comparisons. However, it also predicted slower response times on easy and hard comparisons, for these students, suggesting interference in performance from whole number knowledge. These findings highlight the role of inhibitory control in rational number performance and expand our knowledge of the contexts where whole number knowledge helps or hinders rational number understanding. *Ilaria Berteletti (Assistant Professor, Gallaudet University)* *The unexplored role of handshape similarity in processing numbers on the hands.* With two simple experiments we investigate the overlooked influence of handshape similarity for processing numerical information conveyed on the hands. In most finger-counting sequences there is a tight relationship between the number of fingers raised and the numerical value represented. This creates a possible confound where numbers closer to each other are also represented by handshapes that are more similar. By using the ASL number signs we are able to dissociate between the two variables orthogonally. First, we test the effect of handshape similarity in a same/different judgment task in a group of hearing non-signers and then test the interference of handshape in a number judgment task in a group of native ASL signers. Our results show an effect of handshape similarity and its interaction with numerical value even in the group of native signers for whom these handshapes are linguistic symbols and not a learning tool for acquiring numerical concepts. Because prior studies have never considered handshape similarity, these results open new directions for understanding the relationship between fingerbased counting, internal hand representations and numerical proficiency. *Nachshon Korem (Post Doc, Department of Psychiatry at Yale University School of Medicine)* *Is the working memory math anxiety relation task-dependent?* A network analysis approach study Working memory (WM) and affect toward mathematics were found to be linked to math performance. Early theories suggested that the relation between Math anxiety (MA) and math performance can be explained by MA related thoughts occupying WM resources. In contrast, newer theories, based on structural equation models (SEM), suggest that MA has a direct (non WM related) effect on math performance. SEM uses a latent approach that enables one to look at tasks at the ?macro? level. Here, in an attempt to better understand the WM-MA link inside the WM-MA-Math performance network, we took another approach, looking at the ?micro? level. Using a network approach, we investigated the partial correlation matrix between (1) MA, (2) WM tasks with and without math load, and (3) math performance. The network analysis suggested that while both WM and MA were strongly related to math performance, only WM tasks that included manipulations of numbers were found to be correlated to MA. To check the robustness of the model, we replicated the results using an online dataset made available by Skagerlund et al (2019). This robust model further confirms that the MA-Math performance link is not WM dependent, and more interestingly, that the WM-MA link is task-dependent. *Lauren Anthony (Doctoral Student, University of Wisconsin-Madison)* *Examining the Effects of Equations in Sequence on Problem-Solving Performance and Relational Reasoning* Mathematics, by its very nature, is rife with patterns. However, students frequently treat mathematics as a series of isolated and unlinked exercises. Prior research has demonstrated that certain math tasks afford individuals opportunities to notice and reason about mathematical structure; and these experiences have been shown to positively impact subsequent math performance. The current study examined whether experience with extending mathematical patterns affected adults? ability to solve equations that involved patterns and/or to reason about mathematical relationships in new contexts. It was hypothesized that experience with patterning tasks would facilitate attention to consistent relationships within and across equations, thereby improving performance on related math tasks. Conversely, the ability to reason algebraically about the structure of the underlying pattern may be better supported by explicit instruction that clearly describes the relational structure of practiced equations. Consistent with our first hypothesis, participants who were given 13 trials of pattern extension experience then went on to demonstrate both more efficient (i.e., faster response times) and more accurate problem-solving at posttest relative to individuals who were not given experience solving problems that contained a salient pattern (rather these participants viewed a worked example alongside explicit instruction before solving equations). However, there was no difference between the groups in the ability to abstract the structure of the underlying mathematical relationships. These findings suggest that patterning tasks like those used in this study may be useful in supporting math performance. *Jeffrey K. Bye (Lecturer, University of Minnesota)* * Erroneous estimation of the factorial function and improvement through calibration experiences* Factorials are important for counting collections in discrete probability and combinatorics. However, people have difficulty reasoning about them. Tversky and Kahneman (1973) found that under time pressure, people massively underestimate the expansion of 8! (correct value 40,320), and that the degree of their underestimation is less when the product is presented in descending order (8x7x6x5x4x3x2x1; Median=2,250) vs. ascending order (1x2x3x4x5x6x7x8; Median=512). We attempted to replicate both findings in a sample of N = 140 participants and to assess whether calibration reduces underestimation errors. Participants first estimated both orders (counterbalanced). We replicated the massive underestimation on the first attempt but failed to replicate the effect of order between-subjects. However, participants significantly improved their estimates when answering the descending order after the ascending order, a within-subjects effect not previously demonstrated. Participants were then calibrated to the correct value for either 6! or 10! and estimated both orders of 8! a second time. Participants who received the larger calibration value (10!) made much more accurate estimates for 8! (Median=38,000), which in fact did not differ statistically from the correct value. Participants who received the smaller calibration (6!) still grossly underestimated 8! (Median=2,678.5), despite 8! being closer to 6! than 10! in linear and log units. Our findings suggest that people?s underestimation may be (1) lessened by the presentation of descending after ascending order, and (2) greatly reduced by providing an upper-bound reference (10!). This may have implications for mathematics and computer science instruction. From joanne.lefevre at gmail.com Tue Sep 21 07:04:25 2021 From: joanne.lefevre at gmail.com (Jo-Anne LeFevre) Date: Tue, 21 Sep 2021 13:04:25 +0000 Subject: [MATHLINK] MCLS 2022 -- June 1st to 3rd in Ghent Message-ID: SAVE THE DATES! The Mathematical Cognition and Learning Society (MCLS) will hold its next in-person meeting from the 1st to the 3d of June 2022. Provided that the health situation allows for on-site participation, the conference will take place at Het Pand (https://www.ugent.be/het-pand/nl) situated at the historic centre of Ghent (Belgium). The conference will be an opportunity to celebrate the 10th anniversary of the Numbers and the Brain Belgian numerical cognition network >. The Call for Papers will be available soon! Please block your agenda and hoping to see you all very soon again in person! The local organizing committee: Bert De Smedt, Wim Fias, Wim Gevers, Marie-Pascale No?l, Mauro Pesenti, Bert Reynvoet and Jean-Philippe van Dijck, for the Numbers and the Brain network. From mclstrainee at gmail.com Mon Sep 27 11:59:43 2021 From: mclstrainee at gmail.com (MCLS Trainee) Date: Mon, 27 Sep 2021 13:59:43 -0400 Subject: [MATHLINK] MCLS Lightning Talks - Friday, October 1st Message-ID: Dear MCLS Community, Please be sure to join us for our next event this *Friday, October 1 @ 11am EST/4pm BST*. We have an exceptional line up, including: - *Parent-Child Math Attitude on Home Numeracy Practices: A Perspective on Canadian Children* by Sabrina Shajeen Alam (PhD Candidate, McGill) - *The unique contribution of different forms of relational reasoning to arithmetic computation: Mediating role of complement understanding* by Yip Sai Kit Eason (Doctoral Student, The University of Hong Kong) - *Examining the relationship between math-gender stereotyping and gender-typicality of career aspirations in children* by Rachel Conlon (Graduate Student, Florida State University) - *The company a number keeps: Multiplicative processing of largely composite numbers* by Jeffrey Bye (Lecturer & Research Associate, University of Minnesota) - *The Effects of Instructional Practices on Mathematics Achievement for Students With Mathematics Difficulties in the United States *by Soyoung Park (Postdoctoral Research Associate, University of Texas at Austin) - *Even Math Teachers Hate Fractions*! by Marta Mielicki (Postdoc, Kent State University) - *Korean-Americans Parents? Support of Early Childhood Numeracy* by Miso Kim (Undergraduate Student, Elon University) *Click to join the meeting at anytime*: https://tinyurl.com/MCLS2021 (Meeting ID: 225 833 7242, Password: MCLS2021) See you all on Friday! The MCLS Conference Organizing Committee ------------------------------ *Past Events and News: * - Last week, Alexandria Viegut (PhD Candidate, University of Wisconsin ? Madison) led an excellent symposium, "*Unpacking the Connections between Fractions Knowledge and Algebra*", which is now available to watch on the MCLS Trainee Youtube channel! - Also, if you missed the announcement last week, *the Mathematical Cognition and Learning Society (MCLS) will hold its next in-person meeting from June 1st-3rd 2022* at Het Pand in the historic centre of Ghent (Belgium) . *More information, including the call for papers, will be coming soon!* *Upcoming Events and News:* - Join us next week on *Thursday, October 7 @ 9am EST/ 2pm BST* for a symposium entitled "*Furthering our Understanding of Ordinal Processing in both Adults and Children*" by Jane Hutchison (Doctoral Student, Georgetown University). ------------------------------ *Abstract* All abstracts for the lightning talks this week can be found in the full MCLS 2021 program by clicking here .