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Assessing the knower-level framework: How reliable is the Give-a-Number task?

Elisabeth Marchand1, Jarrett T Lovelett1, Kelly Kendro1

  • 1Department of Psychology, University of California San Diego, United States of America.

Cognition
|February 10, 2022
PubMed
Summary

The Give-a-Number task shows high overall reliability in assessing children's number word comprehension, but its accuracy varies significantly across different developmental levels. This impacts its use as a predictor for other milestones.

Keywords:
AssessmentGive-a-Number taskNumber acquisitionReliabilityValidityWhat's-On-This-Card

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Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Child Development

Background:

  • The Give-a-Number task is a key measure for children's number word comprehension.
  • Its use as a predictor for developmental milestones necessitates understanding its reliability.

Purpose of the Study:

  • To assess the test-retest reliability of the Give-a-Number task.
  • To compare the reliability and outcomes of titrated and non-titrated versions.
  • To examine the relationship between Give-a-Number and the "What's-On-This-Card" task.

Main Methods:

  • Three experiments involving 2- to 5-year-old children.
  • Repeated administration of Give-a-Number task versions (titrated and non-titrated).
  • Comparison with the "What's-On-This-Card" task.

Main Results:

  • High overall test-retest reliability for the Give-a-Number task, but with significant variation across knower levels.
  • Similar knower levels generated by both task versions, with the non-titrated version being more conservative.
  • No significant difference in the relationship with the "What's-On-This-Card" task between the two Give-a-Number versions.

Conclusions:

  • The Give-a-Number task is largely reliable but its precision varies by child's number knowledge level.
  • Both titrated and non-titrated versions are comparable, with minor differences in outcome.
  • Implications for using the task in developmental research and practice are discussed.