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The Role of Non-Numerical Factors: Gain/Loss Reinforcement and Sustained-Attention in Arithmetic Processing = = תפקידם של מנגנונים לא נומריים: רווחים, הפסדים, ומערכת הקשב המתמשך בתפקודים אריתמטיים.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Role of Non-Numerical Factors: Gain/Loss Reinforcement and Sustained-Attention in Arithmetic Processing =/
Reminder of title:	תפקידם של מנגנונים לא נומריים: רווחים, הפסדים, ומערכת הקשב המתמשך בתפקודים אריתמטיים.
Author:	Naaman, Ram.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	133 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-09, Section: A.
Contained By:	Dissertations Abstracts International83-09A.
Subject:	Students. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29133618
ISBN:	9798209902539

The Role of Non-Numerical Factors: Gain/Loss Reinforcement and Sustained-Attention in Arithmetic Processing = = תפקידם של מנגנונים לא נומריים: רווחים, הפסדים, ומערכת הקשב המתמשך בתפקודים אריתמטיים.
Naaman, Ram.

The Role of Non-Numerical Factors: Gain/Loss Reinforcement and Sustained-Attention in Arithmetic Processing =תפקידם של מנגנונים לא נומריים: רווחים, הפסדים, ומערכת הקשב המתמשך בתפקודים אריתמטיים. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 133 p.

Source: Dissertations Abstracts International, Volume: 83-09, Section: A.

Thesis (Ph.D.)--University of Haifa (Israel), 2021.

This item must not be sold to any third party vendors.

The ability to perform arithmetic is crucial for proper daily functioning and especially during the school years. In an attempt to understand it's underlying sources, various mechanisms were examined, with some categorized as core numerical and others as more general in nature. Among the latter, gains, losses, and error stimuli, as well as the sustained attention system, were found to have a critical impact on abilities in multiple domains, including arithmetic. Interestingly, in the field of arithmetic the findings regarding the modulation of gains, losses, errors and sustained attention on arithmetic seem inconclusive and differ across studies and experimental designs and among clinical groups with developmental dyscalculia (DD). Therefore, the current dissertation aimed to examine how these specific factors might modulate arithmetic performance. Accordingly, Study 1 (N = 42) and Study 2 (N = 49) were intended to examine whether and how changing contingencies of gain, loss, and error situations modulates arithmetic performance under changing levels of complexity using an adjusted arithmetic equation judgment task. Study 3 (N = 506) examined the role of sustained attention under changing levels of automaticity in arithmetic procedures, both in typically developed adults and in clinical groups with pure developmental dyscalculia or comorbid attention difficulties, using the MATAL system database. In the context of gains, losses, and errors, the current findings indicated a differential pattern of results whereby gains lead to faster arithmetic performance but only when administered randomly and unrelated to participants' performance. Furthermore, errors but not other aversive stimuli (e.g., loss stimuli), were found to strongly hinder subsequent arithmetic performance, suggesting that they are qualitatively different. In the context of sustained iv attention another differential pattern of results emerged, showing that sustained attention measures correlate only with automatic arithmetic processing but not with arithmetic tasks characterized by more procedural complex processing. Furthermore, while clinical groups with comorbid DD and attention deficits showed similar patterns to those of their typically developed counterparts, the pure DD group exhibited no correlation between sustained attention and arithmetic even under the automatic processing condition. Together with the notion that non-numerical factors should be considered in arithmetic performance, our findings also highlight the complexity and various conditions under which this interrelation takes place. That is, these findings stress the importance of carefully differentiating between arithmetic procedures, clinical groups, and even situational aspects, as performance in arithmetic seems to be delicately influenced by these factors. From a clinical and remedial perspective, the current findings are also extremely relevant, since they support the importance of thinking about more holistic approaches when treating difficulties in arithmetic, approaches that include both numerical and non-numerical aspects. Furthermore, our findings once again emphasize the importance of differentiating between different clinical groups when examining remedial techniques.

ISBN: 9798209902539Subjects--Topical Terms:

756581
Students.

The Role of Non-Numerical Factors: Gain/Loss Reinforcement and Sustained-Attention in Arithmetic Processing = = תפקידם של מנגנונים לא נומריים: רווחים, הפסדים, ומערכת הקשב המתמשך בתפקודים אריתמטיים.
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520 $a The ability to perform arithmetic is crucial for proper daily functioning and especially during the school years. In an attempt to understand it's underlying sources, various mechanisms were examined, with some categorized as core numerical and others as more general in nature. Among the latter, gains, losses, and error stimuli, as well as the sustained attention system, were found to have a critical impact on abilities in multiple domains, including arithmetic. Interestingly, in the field of arithmetic the findings regarding the modulation of gains, losses, errors and sustained attention on arithmetic seem inconclusive and differ across studies and experimental designs and among clinical groups with developmental dyscalculia (DD). Therefore, the current dissertation aimed to examine how these specific factors might modulate arithmetic performance. Accordingly, Study 1 (N = 42) and Study 2 (N = 49) were intended to examine whether and how changing contingencies of gain, loss, and error situations modulates arithmetic performance under changing levels of complexity using an adjusted arithmetic equation judgment task. Study 3 (N = 506) examined the role of sustained attention under changing levels of automaticity in arithmetic procedures, both in typically developed adults and in clinical groups with pure developmental dyscalculia or comorbid attention difficulties, using the MATAL system database. In the context of gains, losses, and errors, the current findings indicated a differential pattern of results whereby gains lead to faster arithmetic performance but only when administered randomly and unrelated to participants' performance. Furthermore, errors but not other aversive stimuli (e.g., loss stimuli), were found to strongly hinder subsequent arithmetic performance, suggesting that they are qualitatively different. In the context of sustained iv attention another differential pattern of results emerged, showing that sustained attention measures correlate only with automatic arithmetic processing but not with arithmetic tasks characterized by more procedural complex processing. Furthermore, while clinical groups with comorbid DD and attention deficits showed similar patterns to those of their typically developed counterparts, the pure DD group exhibited no correlation between sustained attention and arithmetic even under the automatic processing condition. Together with the notion that non-numerical factors should be considered in arithmetic performance, our findings also highlight the complexity and various conditions under which this interrelation takes place. That is, these findings stress the importance of carefully differentiating between arithmetic procedures, clinical groups, and even situational aspects, as performance in arithmetic seems to be delicately influenced by these factors. From a clinical and remedial perspective, the current findings are also extremely relevant, since they support the importance of thinking about more holistic approaches when treating difficulties in arithmetic, approaches that include both numerical and non-numerical aspects. Furthermore, our findings once again emphasize the importance of differentiating between different clinical groups when examining remedial techniques.
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