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Area of Science:

  • Cognitive Development
  • Early Childhood Education
  • Numerical Cognition

Background:

  • Home-based counting input positively influences infants' number knowledge development.
  • Limited in-person counting experiences necessitate exploring alternative learning methods, such as educational media.
  • The efficacy of virtual counting experiences for infants' cognitive development remains largely unexplored.

Purpose of the Study:

  • To investigate whether virtual counting experiences can enhance numerical cognition in infants.
  • To assess infants' ability to track object quantities after exposure to counting stimuli.
  • To provide evidence for the benefits of counting videos on early numerical understanding.

Main Methods:

  • A novel online looking time paradigm was employed to measure infants' object tracking abilities.
  • A cross-sectional sample of 81 infants aged 14- to 19-months participated.
  • A within-subject design compared infants' responses to numerical changes after watching an animated hand counting objects versus a no-counting condition.

Main Results:

  • Infants were significantly more likely to detect changes in numerical quantity when exposed to counting stimuli.
  • The presence of an animated hand pointing and counting objects improved infants' numerical change detection.
  • These findings indicate a measurable benefit from virtual counting input.

Conclusions:

  • Virtual counting experiences, specifically through videos, can provide numerical cognitive benefits for infants.
  • Early exposure to counting media may support the development of number knowledge before the second birthday.
  • This research offers initial evidence for the positive impact of digital educational content on infant numerical cognition.