The Dynamics of Number Representation in College Students with Low Math Achievement
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Psychology and Special Education
Date of Award
Fall 2015
Abstract
Magnitude representation is essential to understanding individual differences in math achievement (Henik, Rubinsten, & Ashkenazi, 2011). The tendency for numerical magnitude to interfere with comparisons of physical size is termed the size congruity effect (Henik & Tzelgov, 1982). In the present study, the real-time dynamics of the size congruity effect were analyzed in both low and typically math achieving college students using computer mousetracking. Participants selected the physically larger of two presented numbers, ignoring numerical value, by using a computer mouse to make the selection. A larger area under the curve for incongruent trials indicates competition from the activation of the irrelevant numerical magnitude representation. The low math achieving group demonstrated more complex trajectories than the typical math achieving group, regardless of congruency condition. Interestingly, there were no significant between-group differences for reaction time, suggesting that computer mousetracking is a useful tool for identifying individual differences in numerical cognition beyond performance measures.
Advisor
Tracy Henley
Subject Categories
Psychology | Social and Behavioral Sciences
Recommended Citation
Geye, Trina, "The Dynamics of Number Representation in College Students with Low Math Achievement" (2015). Electronic Theses & Dissertations. 716.
https://digitalcommons.tamuc.edu/etd/716
