title: The association between higher education and approximate number system acuity.
abstract: Humans are equipped with an approximate number system (ANS) supporting non-symbolic numerosity representation. Studies indicate a relationship between ANS-precision (acuity) and math achievement. Whether the ANS is a prerequisite for learning mathematics or if mathematics education enhances the ANS remains an open question. We investigated the association between higher education and ANS acuity with university students majoring in subjects with varying amounts of mathematics (mathematics, business, and humanities), measured either early (First year) or late (Third year) in their studies. The results suggested a non-significant trend where students taking more mathematics had better ANS acuity and a significant improvement in ANS acuity as a function of study length that was mainly confined to the business students. The results provide partial support for the hypothesis that education in mathematics can enhance the ANS acuity.
authors.affiliation: Department of Psychology, Uppsala University Uppsala, Sweden.
authors.forename: Marcus
authors.initials: M
authors.lastname: Lindskog
authors.affiliation: Department of Psychology, Uppsala University Uppsala, Sweden.
authors.forename: Anders
authors.initials: A
authors.lastname: Winman
authors.affiliation: Department of Psychology, Uppsala University Uppsala, Sweden.
authors.forename: Peter
authors.initials: P
authors.lastname: Juslin
keywords: approximate number system; arithmetic fluency; higher education; numeracy