The Role of Non-Numerical Stimulus Features in Approximate Number System Training in Preschoolers from Low-Income Homes

Autor/inn/en	Fuhs, Mary Wagner; McNeil, Nicole M.; Kelley, Ken; O'Rear, Connor; Villano, Michael
Titel	The Role of Non-Numerical Stimulus Features in Approximate Number System Training in Preschoolers from Low-Income Homes
Quelle	In: Journal of Cognition and Development, 17 (2016) 5, S.737-764 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2015.1105228
Schlagwörter	Number Systems; Preschool Children; Low Income Groups; Probability; Responses; Training; Mathematical Concepts; Visual Stimuli; Computer Assisted Instruction; Program Effectiveness + Suchen Sie Ihr Suchwort? Number system; Zahlensystem; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Ausbildung; Computer based training; Computerunterstützter Unterricht
Abstract	Recent findings have suggested that adults' and children's approximate number system (ANS) acuity may be malleable through training, but research on ANS acuity has largely been conducted with adults and children who are from middle- to high-income homes. We conducted 2 experiments to test the malleability of ANS acuity in preschool-aged children from low-income homes and to test how non-numerical stimulus features affected performance. In Experiment 1, mixed-effects models indicated that children significantly improved their ratio achieved across training. Children's change in probability of responding correctly across sessions was qualified by an interaction with surface area features of the arrays such that children improved their probability of answering correctly across sessions on trials in which numerosity conflicted with the total surface area of object sets significantly more than on trials in which total surface area positively correlated with numerosity. In Experiment 2, we found that children who completed ANS acuity training performed better on an ANS acuity task compared with children in a control group, but they only did so on ANS acuity trials in which numerosity conflicted with the total surface area of object sets. These findings suggest that training affects ANS acuity in children from low-income homes by fostering an ability to focus on numerosity in the face of conflicting non-numerical stimulus features. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11