Highly Versatile DSP Blocks for Improved FPGA Arithmetic Performance

2010 ◽  
Author(s):  
Hadi Parandeh-Afshar ◽  
Paolo Ienne
Keyword(s):  
Arithmetic Performance

scholarly journals The influence of sensory processing tools on attention and arithmetic performance in Dutch primary school children

2021 ◽  
Vol 209 ◽  
pp. 105143
Author(s):  
Inge van der Wurff ◽  
Celeste Meijs ◽  
Petra Hurks ◽  
Christine Resch ◽  
Renate de Groot
Keyword(s):  
Primary School ◽  
Sensory Processing ◽  
School Children ◽  
Primary School Children ◽  
Arithmetic Performance

The visual number world: A dynamic approach to study the mathematical mind

2018 ◽  
Vol 71 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Matthias Hartmann ◽  
Jochen Laubrock ◽  
Martin H Fischer
Keyword(s):  
Numerical Cognition ◽  
Mental Arithmetic ◽  
Simultaneous Presentation ◽  
Language Research ◽  
On Line ◽  
Arithmetic Performance ◽  
Mathematical Mind ◽  
The Mind ◽  
Visual Number

In the domain of language research, the simultaneous presentation of a visual scene and its auditory description (i.e., the visual world paradigm) has been used to reveal the timing of mental mechanisms. Here we apply this rationale to the domain of numerical cognition in order to explore the differences between fast and slow arithmetic performance, and to further study the role of spatial-numerical associations during mental arithmetic. We presented 30 healthy adults simultaneously with visual displays containing four numbers and with auditory addition and subtraction problems. Analysis of eye movements revealed that participants look spontaneously at the numbers they currently process (operands, solution). Faster performance was characterized by shorter latencies prior to fixating the relevant numbers and fewer revisits to the first operand while computing the solution. These signatures of superior task performance were more pronounced for addition and visual numbers arranged in ascending order, and for subtraction and numbers arranged in descending order (compared to the opposite pairings). Our results show that the “visual number world”-paradigm provides on-line access to the mind during mental arithmetic, is able to capture variability in arithmetic performance, and is sensitive to visual layout manipulations that are otherwise not reflected in response time measurements.

scholarly journals Domain-general factors influencing numerical and arithmetic processing

2017 ◽  
Vol 3 (2) ◽  
pp. 112-132 ◽  
Author(s):  
André Knops ◽  
Hans-Christoph Nuerk ◽  
Silke M. Göbel
Keyword(s):  
Numerical Cognition ◽  
Model Building ◽  
Number System ◽  
Special Issue ◽  
Domain Specific ◽  
Versus Domain ◽  
Specific Factors ◽  
Arithmetic Performance ◽  
General Aspects ◽  
Future Theory

This special issue contains 18 articles that address the question how numerical processes interact with domain-general factors. We start the editorial with a discussion of how to define domain-general versus domain-specific factors and then discuss the contributions to this special issue grouped into two core numerical domains that are subject to domain-general influences (see Figure 1). The first group of contributions addresses the question how numbers interact with spatial factors. The second group of contributions is concerned with factors that determine and predict arithmetic understanding, performance and development. This special issue shows that domain-general (Table 1a) as well as domain-specific (Table 1b) abilities influence numerical and arithmetic performance virtually at all levels and make it clear that for the field of numerical cognition a sole focus on one or several domain-specific factors like the approximate number system or spatial-numerical associations is not sufficient. Vice versa, in most studies that included domain-general and domain-specific variables, domain-specific numerical variables predicted arithmetic performance above and beyond domain-general variables. Therefore, a sole focus on domain-general aspects such as, for example, working memory, to explain, predict and foster arithmetic learning is also not sufficient. Based on the articles in this special issue we conclude that both domain-general and domain-specific factors contribute to numerical cognition. But the how, why and when of their contribution still needs to be better understood. We hope that this special issue may be helpful to readers in constraining future theory and model building about the interplay of domain-specific and domain-general factors.

Cognitive Skills and Arithmetic Performance: A Reply to Steffe and Cobb

1983 ◽  
Vol 14 (1) ◽  
pp. 77
Author(s):  
James Hiebert ◽  
Thomas P. Carpenter ◽  
James M. Moser
Keyword(s):  
Cognitive Skills ◽  
Arithmetic Performance

scholarly journals Effects of caffeine on arithmetic performance

1981 ◽  
Vol 31 ◽  
pp. 164
Author(s):  
Keisuke Horiuchi ◽  
Hajime Mushiake ◽  
Makoto Endo
Keyword(s):  
Arithmetic Performance

Arithmetic Abilities in Children With Developmental Dyslexia: Performance on French ZAREKI-R Test

2017 ◽  
Vol 51 (3) ◽  
pp. 236-249 ◽  
Author(s):  
Maryse De Clercq-Quaegebeur ◽  
Séverine Casalis ◽  
Bruno Vilette ◽  
Marie-Pierre Lemaitre ◽  
Louis Vallée
Keyword(s):  
Developmental Dyslexia ◽  
Standardized Test ◽  
Phonological Representation ◽  
Mental Calculation ◽  
Assessment Battery ◽  
The Core ◽  
Arithmetic Performance ◽  
Individual Profiles ◽  
5Th Grade ◽  
High Comorbidity

A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of achievement in mathematics ( Calculation and Number Processing Assessment Battery for Children; von Aster & Dellatolas, 2006), we analyzed the arithmetic abilities of 47 French children with dyslexia attending 3rd, 4th, and 5th grade. Of them, 40% displayed arithmetic deficits, mostly with regard to number transcoding and mental calculation. Their individual profiles of performance accounted for varying strengths and weaknesses in arithmetic abilities. Our findings showed the pathway for the development of arithmetic abilities in children with dyslexia is not unique. Our study contrasts with the hypotheses suggesting the mutual exclusiveness of the phonological representation deficit and the core number module deficit.

Critiques: Cognitive Skills and Arithmetic Performance: A Reply to Steffe and Cobb

1983 ◽  
Vol 14 (1) ◽  
pp. 77-79
Author(s):  
James Hiebert ◽  
Thomas P. Carpenter ◽  
James M. Moser
Keyword(s):  
Cognitive Skills ◽  
Complex Task ◽  
Arithmetic Performance ◽  
The Relationship

Investigating relationships between major domains of knowledge is a complex task. A number of fundamental questions often accompany such attempts, and our study on the relationship between cognitive skills and arithmetic performance is no exception. Steffe and Cobb (1983) identified some of these questions. This interchange, we hope, will help to clarify the issues and the alternative views.

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