Children's expectations about training the approximate number system

被引:12
作者
Dillon, Moira R. [1 ]
Pires, Ana C. [2 ,3 ]
Hyde, Daniel C. [4 ]
Spelke, Elizabeth S. [1 ]
机构
[1] Harvard Univ, Cambridge, MA 02138 USA
[2] Univ Republica, Montevideo, Uruguay
[3] Univ Autonoma Barcelona, Cerdanyola Del Valles, Spain
[4] Univ Illinois, Urbana, IL 61801 USA
基金
美国国家科学基金会;
关键词
approximate number system; symbolic mathematics; cognitive training; expectations; INDIVIDUAL-DIFFERENCES; ACUITY; SKILLS; SENSE;
D O I
10.1111/bjdp.12118
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Humans possess a developmentally precocious and evolutionarily ancient approximate number system (ANS) whose sensitivity correlates with uniquely human symbolic arithmetic skills. Recent studies suggest that ANS training improves symbolic arithmetic, but such studies may engender performance expectations in their participants that in turn produce the improvement. Here, we assessed 6- to 8-year-old children's expectations about the effects of numerical and non-numerical magnitude training, as well as states of satiety and restfulness, in the context of a study linking children's ANS practice to their improved symbolic arithmetic. We found that children did not expect gains in symbolic arithmetic after exercising the ANS, although they did expect gains in ANS acuity after training on any magnitude task. Moreover, children expected gains in symbolic arithmetic after a good night's sleep and their favourite breakfast. Thus, children's improved symbolic arithmetic after ANS training cannot be explained by their expectations about that training.
引用
收藏
页码:411 / 418
页数:8
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