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Related Experiment Video

Updated: Jul 9, 2026

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)
10:58

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

Published on: August 28, 2021

Numerosity discrimination in preschool children.

Alzira Almeida1, Joana Arantes, Armando Machado

  • 1University of Minho, Portugal.

Journal of the Experimental Analysis of Behavior
|December 1, 2007
PubMed
Summary
This summary is machine-generated.

Preschool children

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Last Updated: Jul 9, 2026

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Published on: May 10, 2019

Area of Science:

  • Cognitive Development
  • Numerical Cognition
  • Developmental Psychology

Background:

  • Preschool children's understanding of numerical concepts is foundational for later mathematical learning.
  • Investigating how young children perceive and process quantities is crucial for educational interventions.
  • Previous research indicates variability in numerical processing among young children.

Purpose of the Study:

  • To examine preschool children's sensitivity to numerical attributes using a numerical bisection procedure.
  • To characterize the psychometric functions describing children's discrimination of numerosities.
  • To explore variability in numerical perception across different tasks and numerosity ranges.

Main Methods:

  • Employed a numerical bisection procedure with two tasks: Cups Task and Gloves Task.
  • Obtained psychometric functions by recording choices of the 'many' option across intermediate numerosities.
  • Compared performance in '2 vs. 8' and '4 vs. 16' numerical discriminations in Experiment 2.

Main Results:

  • Identified two types of individual psychometric functions: gradual and step-like increases in 'many' choices.
  • Observed that average performance approximated the geometric mean and exhibited scalar properties.
  • Found significant between- and within-subjects variability in psychometric functions across tasks and numerosity ranges.

Conclusions:

  • Preschool children exhibit diverse strategies in numerical discrimination, reflected in gradual or abrupt psychometric functions.
  • While average performance shows scalar properties, individual numerical perception is highly variable.
  • Children's verbalizations during tasks may contribute to the observed variability in numerical sensitivity.