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Children's expectations about training the approximate number system.

Moira R Dillon1, Ana C Pires2,3, Daniel C Hyde4

  • 1Harvard University, Cambridge, Massachusetts, USA.

The British Journal of Developmental Psychology
|September 25, 2015
PubMed
Summary
This summary is machine-generated.

Children

Keywords:
approximate number systemcognitive trainingexpectationssymbolic mathematics

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Area of Science:

  • Cognitive psychology
  • Developmental psychology
  • Neuroscience

Background:

  • The approximate number system (ANS) is crucial for symbolic arithmetic.
  • Previous studies suggested ANS training enhances arithmetic skills.
  • Potential confounding factor: participant expectations influencing outcomes.

Purpose of the Study:

  • To investigate if children's expectations about numerical training influence symbolic arithmetic improvement.
  • To determine if children anticipate performance gains from ANS training.
  • To differentiate the effects of ANS training from expectation-based improvements.

Main Methods:

  • Assessed 6- to 8-year-old children's expectations regarding numerical and non-numerical training.
  • Examined expectations related to satiety and restfulness.
  • Linked ANS practice to symbolic arithmetic performance.

Main Results:

  • Children did not expect arithmetic gains from ANS training.
  • Children anticipated improved ANS acuity after any magnitude training.
  • Children expected arithmetic gains from sleep and breakfast.

Conclusions:

  • Children's improved symbolic arithmetic after ANS training is not due to performance expectations.
  • Expectations do not fully explain the link between ANS and arithmetic skills.
  • The findings support a direct training effect of ANS on symbolic arithmetic.