Approximate number system

The approximate number system (ANS) is a cognitive system that supports the estimation of the magnitude of a group without relying on language or symbols. The ANS is credited with the non-symbolic representation of all numbers greater than four, with lesser values being carried out by the parallel individuation system, or object tracking system.^[1] Beginning in early infancy, the ANS allows an individual to detect differences in magnitude between groups. The precision of the ANS improves throughout childhood development and reaches a final adult level of approximately 15% accuracy, meaning an adult could distinguish 100 items versus 115 items without counting.^[2] The ANS plays a crucial role in development of other numerical abilities, such as the concept of exact number and simple arithmetic. The precision level of a child's ANS has been shown to predict subsequent mathematical achievement in school.^[3] The ANS has been linked to the intraparietal sulcus of the brain.^[4]

^ Piazza, M. (2010). "Neurocognitive start-up tools for symbolic number representations". Trends in Cognitive Sciences. 14 (12): 542–551. doi:10.1016/j.tics.2010.09.008. PMID 21055996. S2CID 13229498.
^ Sousa, David (2010). Mind, Brain, and Education: Neuroscience Implications for the Classroom. Solution Tree Press. ISBN 9781935249634.
^ Mazzocco, M.M.M.; Feigenson, L.; Halberda, J. (2011). "Preschoolers' precision of the approximate number system predicts later school mathematics performance". PLOS ONE. 6 (9): e23749. Bibcode:2011PLoSO...623749M. doi:10.1371/journal.pone.0023749. PMC 3173357. PMID 21935362.
^ Piazza, M. (2004). "Tuning curves for approximate numerosity in the human parietal cortex". Neuron. 44 (3): 547–555. doi:10.1016/j.neuron.2004.10.014. PMID 15504333.

[Piazza-1] Piazza, M. (2010). "Neurocognitive start-up tools for symbolic number representations". Trends in Cognitive Sciences. 14 (12): 542–551. doi:10.1016/j.tics.2010.09.008. PMID 21055996. S2CID 13229498.

[book-2] Sousa, David (2010). Mind, Brain, and Education: Neuroscience Implications for the Classroom. Solution Tree Press. ISBN 9781935249634.

[Mazzocco-3] Mazzocco, M.M.M.; Feigenson, L.; Halberda, J. (2011). "Preschoolers' precision of the approximate number system predicts later school mathematics performance". PLOS ONE. 6 (9): e23749. Bibcode:2011PLoSO...623749M. doi:10.1371/journal.pone.0023749. PMC 3173357. PMID 21935362.

[Piazza2-4] Piazza, M. (2004). "Tuning curves for approximate numerosity in the human parietal cortex". Neuron. 44 (3): 547–555. doi:10.1016/j.neuron.2004.10.014. PMID 15504333.

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