Sentence examples for mathematical ability between from inspiring English sources

In fact there's as big a gap in mathematical ability between Chinese teenagers and Americans as there is between Americans and Algerians.

The final essay stated that there were no differences in mathematical ability between men and women.

"I think there is some connection between extremely prodigious mathematical ability and craziness," he said.

The strong genetic overlap between spatial and mathematical ability is in line with previous research showing genetic overlap among a range of cognitive abilities and disabilities – the 'Generalist Genes' hypothesis (e.g. Plomin & Kovas, 2005).

We used the twin method – a comparison of reared‐together identical (monozygotic) and non‐identical (dizygotic) twins – to partition the variance and covariance between spatial and mathematical ability into additive genetic (A), shared environmental (C), and non‐shared environmental (E) components (Boomsma, Busjahn & Peltonen, 2002; Plomin, DeFries, Knopik & Neiderhiser, 2013).

We conducted the first replication analysis of the genetic association between rs133885 and mathematical ability in several cohorts: the Avon Longitudinal Study of Parents and Children (ALSPAC) (N = 3819), the York Cohort (Ntotal = 291), the Specific Language Impairment Consortium (SLIC) (Ntotal = 367) and the Raine cohort (N = 667), for a total of N = 5144 individuals.

Previous studies have shown that there is a connection between number sense and mathematical ability in adolescents.

Cognitive neuroscientist Stanislas Dehaene of INSERM in Gif-sur-Yvette, France, calls the experiment a "beautiful demonstration" of the link between the ANS and mathematical ability.

These results suggest that lateralization may play a role in the distinction between low and high mathematical ability children in terms of their brain activation.

Despite equal behavioral performance, there were differences in the brain activation patterns between low and high mathematical ability groups during the approximation task.

Some parts of this network appear to support numerical judgments in general (as shown by activation in both low and high ability group), whereas others may subserve individual differences in numerical ability, as manifested by magnitude differences in brain activation between low and high mathematical ability children.