The phrase "arithmetic performance in" is correct and usable in written English.
It can be used when discussing someone's or something's ability to perform arithmetic tasks or calculations in a specific context or subject area.
Example: "The study evaluated the arithmetic performance in elementary school students during standardized testing."
Alternatives: "mathematical ability in" or "numerical skills in".
To study androgen treatment effects on arithmetic performance in girls with Turner syndrome.
Thus, it is unlikely that preventing participants from using their hands co-opted executive capacity in a manner that offered a substantial explanation of the inferior arithmetic performance in the low interactivity condition.
Other studies (e.g., [ 12]) found a link between maths anxiety and arithmetic performance in experimental settings.
Indeed, number line training has been shown to improve spatial representations and improved arithmetic performance in children with DD (Kucian et al., 2011).
SNARC effects arise after the 2nd grade in typically developing children and are positively correlated with arithmetic performance in boys [ 15, 60].
These data are consistent with recent studies reporting no relationship between non-symbolic magnitude comparison and arithmetic performance in 6-8 year-old primary school children [ 62] and in second, third and fourth graders with mathematical disabilities [ 63, 64].
In conclusion, providing a language context enhanced arithmetic performances in bilinguals' second instruction language.
Individual differences in arithmetic performance have been noted in several behavioral studies (LeFevre et al. 1991; Lefevre and Kulak 1994).
It is likely that individual differences in arithmetic performance at the behavioral level are associated with individual differences at the cortical level, but few studies to date have examined this relationship.
Depleting working memory resources lead to a predictable decrement in mental arithmetic performance; however, the deterioration was less severe when participants could interact with physical artifacts that configured the problem.
In a recent randomized controlled intervention study in adults, we demonstrated that repeated training on a non-symbolic approximate arithmetic task resulted in improved exact symbolic arithmetic performance, suggesting a causal relationship between the primitive number sense and arithmetic competence.
