Leibovich et al. argue persuasively that researchers should not assume that approximate number system (ANS) tasks harness an innate sense of number. However, some studies have reported a causal link between ANS tasks and mathematics performance, implicating the ANS in the development of numerical skills. Here we report a p-curve analysis, which indicates that these experimental studies do not contain evidential value.
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| http://dx.doi.org/10.1017/S0140525X16002120 | DOI Listing |
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