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Andersson, Ulf
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Publications (10 of 47) Show all publications
Träff, U., Olsson, L., Skagerlund, K. & Östergren, R. (2018). Cognitive mechanisms underlying third graders' arithmetic skills: Expanding the pathways to mathematics model.. Journal of experimental child psychology (Print), 167, 369-387
Open this publication in new window or tab >>Cognitive mechanisms underlying third graders' arithmetic skills: Expanding the pathways to mathematics model.
2018 (English)In: Journal of experimental child psychology (Print), ISSN 0022-0965, E-ISSN 1096-0457, Vol. 167, p. 369-387Article in journal (Refereed) Published
Abstract [en]

A modified pathways to mathematics model was used to examine the cognitive mechanisms underlying arithmetic skills in third graders. A total of 269 children were assessed on tasks tapping the four pathways and arithmetic skills. A path analysis showed that symbolic number processing was directly supported by the linguistic and approximate quantitative pathways. The direct contribution from the four pathways to arithmetic proficiency varied; the linguistic pathway supported single-digit arithmetic and word problem solving, whereas the approximate quantitative pathway supported only multi-digit calculation. The spatial processing and verbal working memory pathways supported only arithmetic word problem solving. The notion of hierarchical levels of arithmetic was supported by the results, and the different levels were supported by different constellations of pathways. However, the strongest support to the hierarchical levels of arithmetic were provided by the proximal arithmetic skills.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
Approximate quantitative pathway, Arithmetic, Linguistic pathway, Spatial processing pathway, Symbolic number processing, Verbal working memory pathway
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-144197 (URN)10.1016/j.jecp.2017.11.010 (DOI)000423652300024 ()29232622 (PubMedID)
Note

Funding agencies: Swedish Council for Working Life and Social Research [2008-0238]

Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-02-21
Carlsson, J., Gustafson, S., Samuelsson, J. & Andersson, U. (2017). Effects of playing number games on 6-year-old children’s number knowledge and skills. Linköping studies in Behavioral Science
Open this publication in new window or tab >>Effects of playing number games on 6-year-old children’s number knowledge and skills
2017 (English)In: Linköping studies in Behavioral Science, ISSN 1654-2029Article in journal (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158109 (URN)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-08Bibliographically approved
Träff, U., Olsson, L., Östergren, R. & Skagerlund, K. (2017). Heterogeneity of developmental dyscalculia: Cases with different deficit profiles. Frontiers in Psychology
Open this publication in new window or tab >>Heterogeneity of developmental dyscalculia: Cases with different deficit profiles
2017 (English)In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078Article in journal (Refereed) Published
Abstract [en]

Context: The aim was to further understand the heterogeneity of  developmental dyscalculia (DD). Utilizing four children (8-9 year-old) performance was contrasted against predominant hypotheses of DD.

Case report: Despite showing similar mathematical deficits, these children showed remarkable interindividual variability regarding cognitive profile and deficits. Two cases were consistent with the approximate number system deficit account, and the general magnitude-processing deficit account. One case had an access deficit in combination with a general cognitive deficit. One cases suffered from general cognitive deficits only.

Conclusions: The results showed that DD cannot be attributed to a single explanatory factor. These findings support a multiple deficits account of DD and suggest that some cases have multiple deficits, whereas other cases have a single deficit. We discuss a previously proposed distinction between primary DD and secondary DD, and suggest hypotheses of dysfunctional neurocognitive correlates responsible for the displayed deficits.

Place, publisher, year, edition, pages
Frontiers Media, 2017
Keywords
Developmental dyscalculia, symbolic number processing, non-symbolic number processing, time processing, spatial processing
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-124666 (URN)10.3389/fpsyg.2016.02000 (DOI)000391102400001 ()
Note

Funding agencies: Swedish Research Council for Health, Working Life and Welfare [2008-0238, 2010-0078]

Available from: 2016-02-09 Created: 2016-02-09 Last updated: 2017-11-30Bibliographically approved
Carlsson, J., Gustafsson, S., Samuelsson, J. & Andersson, U. (2017). Investigating children’s number line estimation patterns using Latent class regression analysis. Linköping studies in Behavioral Science
Open this publication in new window or tab >>Investigating children’s number line estimation patterns using Latent class regression analysis
2017 (English)In: Linköping studies in Behavioral ScienceArticle in journal (Refereed) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-158110 (URN)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-08-07Bibliographically approved
Andersson, U., Skagerlund, K., Olsson, L. & Östergren, R. (2017). Pathways to arithmetic fact retrieval and percentage calculation in adolescents. British Journal of Educational Psychology, 87(4), 647-663
Open this publication in new window or tab >>Pathways to arithmetic fact retrieval and percentage calculation in adolescents
2017 (English)In: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 87, no 4, p. 647-663Article in journal (Refereed) Published
Abstract [en]

Background

Developing sufficient mathematical skills is a prerequisite to function adequately in society today. Given this, an important task is to increase our understanding regarding the cognitive mechanisms underlying young people's acquisition of early number skills and formal mathematical knowledge.

Aims

The purpose was to examine whether the pathways to mathematics model provides a valid account of the cognitive mechanisms underlying symbolic-number processing and mathematics in adolescents. The pathways model states that the three pathways should provide independent support to symbolic-number skill. Each pathway's unique contribution to formal mathematics varies depending on the complexity and demand of the tasks.

Sample

The study used a sample of 114 adolescents (71 girls). Their mean age was 14.60 years (SD = 1.00).

Methods

The adolescents were assessed on tests tapping the three pathways and general cognitive abilities (e.g., working memory). A structural equation path analysis was computed.

Results

Symbolic-number comparison was predicted by the linguistic pathway, the quantitative pathway, and processing speed. The linguistic pathway, quantitative pathways, and symbolic-number comparison predicted arithmetic fact retrieval. The linguistic pathway, working memory, visual analogies, and symbolic-number comparison predicted percentage calculation.

Conclusions

There are both similarities and differences in the cognitive mechanisms underlying arithmetic fact retrieval and percentage calculation in adolescents. Adolescents’ symbolic-number processing, arithmetic fact retrieval, and percentage calculation continue to rely on the linguistic pathways, whereas the reliance upon the spatial pathway has ceased. The reliance upon the quantitative pathway varies depending on the task.

Place, publisher, year, edition, pages
John Wiley & Sons, 2017
National Category
Psychology
Identifiers
urn:nbn:se:liu:diva-142304 (URN)10.1111/bjep.12170 (DOI)000414970300009 ()2-s2.0-85021320856 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Note

Funding agencies: Swedish Council for Working Life and Social Research [2010-0078]

Available from: 2017-10-25 Created: 2017-10-25 Last updated: 2017-12-05Bibliographically approved
Stenfelt, S., Lunner, T., Ng, E., Lidestam, B., Zekveld, A., Sörqvist, P., . . . Rönnberg, J. (2016). Auditory, signal processing, and cognitive factors  influencing  speech  perception  in  persons with hearing loss fitted with hearing aids – the N200 study. In: : . Paper presented at IHCON2016, International Hearing Aid Research Conference, Tahoe City, California, USA, August 10–14, 2016. , Article ID B46.
Open this publication in new window or tab >>Auditory, signal processing, and cognitive factors  influencing  speech  perception  in  persons with hearing loss fitted with hearing aids – the N200 study
Show others...
2016 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

Objective: The aim of the current study was to assess aided speech-in-noise outcomes and relate those measures to auditory sensitivity and processing, different types of cognitive processing abilities, and signal processing in hearing aids.

Material and method: Participants were 200 hearing-aid wearers, with a mean age of 60.8 years, 43% females, with average hearing thresholds in the better ear of 37.4 dB HL. Tests of auditory functions were hearing thresholds, DPOAEs, tests of fine structure processing, IHC dead regions, spectro-temporal modulation, and speech recognition in quiet (PB words). Tests of cognitive processing function were tests of phonological skills, working memory, executive functions and inference making abilities, and general cognitive tests (e.g., tests of cognitive decline and IQ). The outcome test variables were the Hagerman sentences with 50 and 80% speech recognition levels, using two different noises (stationary speech weighted noise and 4-talker babble), and three types of signal processing (linear gain, fast acting compression, and linear gain plus a non-ideal binary mask). Another sentence test included typical and atypical sentences with contextual cues that were tested both audio-visually and in an auditory mode only. Moreover, HINT and SSQ were administrated.

Analysis: Factor analyses were performed separate for the auditory, cognitive, and outcome tests.

Results: The auditory tests resulted in two factors labeled SENSITIVITY and TEMPORAL FINE STRUCTURE, the cognitive tests in one factor (COGNITION), and the outcome tests in the two factors termed NO CONTEXT and CONTEXT that relates to the level of context in the different outcome tests. When age was partialled out, COGNITION was moderately correlated with the TEMPORAL FINE STRUCTURE and NO CONTEXT factors but only weakly correlated with the CONTEXT factor. SENSITIVITY correlated weakly with TEMPORAL FINE STRUCTURE and CONTEXT, and moderately with NO CONTEXT, while TEMPORAL FINE STRUCTURE showed weak correlation with CONTEXT and moderate correlation with NO CONTEXT. CONTEXT and NO CONTEXT had a  moderate correlation. Moreover, the overall results of the Hagerman sentences showed 0.9 dB worse SNR with fast acting compression compared with linear gain and 5.5 dB better SNR with linear  gain and noise reduction compared with only linear gain.

Conclusions: For hearing aid wearers, the ability to recognize speech in noise is associated with both sensory and cognitive processing abilities when the speech materials have low internal context. These associations are less prominent when the speech material has contextual cues.

National Category
Psychology (excluding Applied Psychology)
Identifiers
urn:nbn:se:liu:diva-159504 (URN)
Conference
IHCON2016, International Hearing Aid Research Conference, Tahoe City, California, USA, August 10–14, 2016
Available from: 2019-08-09 Created: 2019-08-09 Last updated: 2019-08-09Bibliographically approved
Skagerlund, K., Karlsson, T. & Träff, U. (2016). Magnitude processing in the brain: an fMRI study of time, space, and numerosity as a shared cortical system. Frontiers in Human Neuroscience, 10(500)
Open this publication in new window or tab >>Magnitude processing in the brain: an fMRI study of time, space, and numerosity as a shared cortical system
2016 (English)In: Frontiers in Human Neuroscience, ISSN 1662-5161, E-ISSN 1662-5161, Vol. 10, no 500Article in journal (Refereed) Published
Abstract [en]

Continuous dimensions, such as time, space, and numerosity, have been suggested to be subserved by common neurocognitive mechanisms. Neuroimaging studies that have investigated either one or two dimensions simultaneously have consistently identified neural correlates in the parietal cortex of the brain. However, the degree of neural overlap across several dimensions has yet to be established, and it remains an open question whether a potential overlap can be conceptualized as a neurocognitive magnitude processing system. The current functional resonance imaging (fMRI) study investigated the potential neurocognitive overlap across three dimensions. A sample of adults (N = 24) performed three different magnitude processing tasks: a temporal discrimination task, a number discrimination task, and a line length discrimination task. A conjunction analysis revealed several overlapping neural substrates across multiple magnitude dimensions, and we argue that these cortical nodes comprise a distributed magnitude processing system. Key components of this predominantly right-lateralized system include the intraparietal sulcus, insula, premotor cortex, inferior frontal gyrus and frontal eye-fields. Together with previous research highlighting IPS, our results suggest that the insula also is a core component of the magnitude processing system. We discuss the functional role of each of these components in the magnitude processing system and suggest that further research of this system may provide insight into the etiology of neurodevelopmental disorders where cognitive deficits in magnitude processing are manifest.

Place, publisher, year, edition, pages
Frontiers Media, 2016
Keywords
Number processing, Time processing, Spatial processing, Magnitude processing, Insula, Intraparietal sulcus (IPS)
National Category
Psychology Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-124667 (URN)10.3389/fnhum.2016.00500 (DOI)000385888600001 ()27761110 (PubMedID)
Note

Funding Agencies|Swedish Council for Working Life and Social Research [2010-0078]

Available from: 2016-02-09 Created: 2016-02-09 Last updated: 2018-01-10Bibliographically approved
Skagerlund, K. & Träff, U. (2016). Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes With Different Cognitive Profiles and Deficits. Journal of Learning Disabilities, 49(1), 36-50
Open this publication in new window or tab >>Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes With Different Cognitive Profiles and Deficits
2016 (English)In: Journal of Learning Disabilities, ISSN 0022-2194, E-ISSN 1538-4780, Vol. 49, no 1, p. 36-50Article in journal (Refereed) Published
Abstract [en]

This study investigated if developmental dyscalculia (DD) in children with different profiles of mathematical deficits has the same or different cognitive origins. The defective approximate number system hypothesis and the access deficit hypothesis were tested using two different groups of children with DD (11-13 years old): a group with arithmetic fact dyscalculia (AFD) and a group with general dyscalculia (GD). Several different aspects of number magnitude processing were assessed in these two groups and compared with age-matched typically achieving children. The GD group displayed weaknesses with both symbolic and nonsymbolic number processing, whereas the AFD group displayed problems only with symbolic number processing. These findings provide evidence that the origins of DD in children with different profiles of mathematical problems diverge. Children with GD have impairment in the innate approximate number system, whereas children with AFD suffer from an access deficit. These findings have implications for researchers selection procedures when studying dyscalculia, and also for practitioners in the educational setting.

Place, publisher, year, edition, pages
SAGE PUBLICATIONS INC, 2016
Keywords
developmental dyscalculia; symbolic number processing; nonsymbolic number processing; calculation; arithmetic fact retrieval
National Category
Basic Medicine
Identifiers
urn:nbn:se:liu:diva-124120 (URN)10.1177/0022219414522707 (DOI)000365760200003 ()24598147 (PubMedID)
Note

Funding Agencies|Swedish Research Council [421-2007-1881]

Available from: 2016-01-22 Created: 2016-01-19 Last updated: 2018-01-10
Elofsson, J., Gustafson, S., Samuelsson, J. & Träff, U. (2016). Playing number board games supports 5-year-old children's early mathematical development. Journal of Mathematical Behavior, 43, 134-147
Open this publication in new window or tab >>Playing number board games supports 5-year-old children's early mathematical development
2016 (English)In: Journal of Mathematical Behavior, ISSN 0732-3123, E-ISSN 1873-8028, Vol. 43, p. 134-147Article in journal (Refereed) Published
Abstract [en]

The study examined effects of playing number games (linear number board game, circular number board game, and nonlinear numerical activities) on the development of number knowledge and early arithmetic. A passive control group was also included in the design. 114 5-year-old preschool children participated. Four tasks (number line estimation, counting, naming Arabic numbers, and arithmetic calculation) were used as dependent measures. Children assigned to an intervention participated in six 10-min sessions during a period of three weeks. Children playing the linear number board game improved their performance on the number line estimation task, while children playing the other games did not. Furthermore, children playing the linear number board game showed a substantial enhancement of their calculation performance. The positive effects of playing linear number board games support the representational mapping hypothesis. The finding concerning calculation provides support to the assumption that a linear representation is important for early arithmetical learning.

Place, publisher, year, edition, pages
Oxford: Elsevier, 2016
Keywords
Linear number board games, Intervention, Preschoolers, Number line estimation, Arithmetic
National Category
Learning Mathematics Pedagogy
Identifiers
urn:nbn:se:liu:diva-137476 (URN)10.1016/j.jmathb.2016.07.003 (DOI)
Available from: 2017-05-17 Created: 2017-05-17 Last updated: 2017-06-02Bibliographically approved
Skagerlund, K. & Träff, U. (2016). Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities. Journal of experimental child psychology (Print), 143, 85-101
Open this publication in new window or tab >>Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities
2016 (English)In: Journal of experimental child psychology (Print), ISSN 0022-0965, E-ISSN 1096-0457, Vol. 143, p. 85-101Article in journal (Refereed) Published
Abstract [en]

The current study investigated whether processing of number, space, and time contributes to mathematical abilities beyond previously known domain-general cognitive abilities in a sample of 8- to 10-year-old children (N = 133). Multiple regression analyses revealed that executive functions and general intelligence predicted all aspects of mathematics and overall mathematical ability. Working memory capacity did not contribute significantly to our models, whereas spatial ability was a strong predictor of achievement. The study replicates earlier research showing that non-symbolic number processing seems to lose predictive power of mathematical abilities once the symbolic system is acquired. Novel findings include the fact that time discrimination ability was tied to calculation ability. Therefore, a conclusion is that magnitude processing in general contributes to mathematical achievement. (C) 2015 Elsevier Inc. All rights reserved.

Place, publisher, year, edition, pages
ELSEVIER SCIENCE INC, 2016
Keywords
Mathematics development; Numerical cognition; Spatial processing; Temporal processing; Domain-general abilities; Magnitude processing
National Category
Basic Medicine
Identifiers
urn:nbn:se:liu:diva-125798 (URN)10.1016/j.jecp.2015.10.016 (DOI)000369876900006 ()26637947 (PubMedID)
Note

Funding Agencies|Swedish council for working life and social research [2010-0078]

Available from: 2016-03-08 Created: 2016-03-04 Last updated: 2018-01-10
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