Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

599
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
599
Binet's Contribution to Measures of Intelligence01:23

Binet's Contribution to Measures of Intelligence

1.3K
Alfred Binet, along with his student Théophile Simon, was tasked by the French Ministry of Education in 1904 to create a method for identifying students who struggled to learn through conventional classroom instruction. This initiative aimed to address overcrowding by placing such students in specialized schools. Binet and Simon developed an intelligence test comprising 30 tasks, ranging from simple commands, like touching one's nose or ear, to more complex tasks, such as drawing...
1.3K
Information Processing Approach01:30

Information Processing Approach

81
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
81
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

126
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
126
Arithmetic Mean01:08

Arithmetic Mean

14.7K
The arithmetic mean is the most commonly used measure of the central tendency of a data set. It is defined as the sum of all the elements constituting the data set, divided by the total number of elements. It is sometimes loosely referred to as the “average.”
When all the values in a data set are not unique, the sum in the numerator can be calculated by multiplying each distinct value by its frequency.
Sometimes, the arithmetic mean of a sample can be affected by a few data points...
14.7K
Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

94
The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
Abstract Reasoning and Hypothetical-Deductive Thinking
Unlike the concrete operational...
94

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge.

Developmental science·2026
Same author

Pathways for learning arithmetic: Distinct dynamics for associative and procedural acquisition.

Cognition·2026
Same author

Brain Activity During Repetitive Cognitive Load in Young Adults: a Pilot Study.

Annual International Conference of the IEEE Engineering in Medicine and Biology Society. IEEE Engineering in Medicine and Biology Society. Annual International Conference·2025
Same author

Distinct neural representational geometries of numerosity in early visual and association regions across visual streams.

Communications biology·2025
Same author

Understanding of exact equality emerges after and builds on symbolic number knowledge.

Cognition·2025
Same author

Neural sensitivity to others' belief states in infancy predicts later theory of mind reasoning in childhood.

Cortex; a journal devoted to the study of the nervous system and behavior·2025
Same journal

Corrigendum to 'Consonant, vowel, and tone cues in early wordform recognition: Evidence from Cantonese-learning infants' [Cognition 275 (2026) 106624].

Cognition·2026
Same journal

Identifying distinct sources of whole number interference in children's decimal comparison: the role of numerical magnitude and inhibitory control.

Cognition·2026
Same journal

Evidence for abstract spatial concept learning in young animals.

Cognition·2026
Same journal

Blurred lines or clear boundaries? Synchrony and social dominance shape domain-specific self-other processing.

Cognition·2026
Same journal

Knowability predicts curiosity and learning.

Cognition·2026
Same journal

Throwing good effort after bad: Evidence for a sunk-cost effect in cognitive effort-based decision-making.

Cognition·2026
See all related articles

Related Experiment Video

Updated: Jul 30, 2025

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

4.6K

Characterizing exact arithmetic abilities before formal schooling.

Chi-Chuan Chen1, Selim Jang1, Manuela Piazza2

  • 1Department of Psychology, University of Illinois at Urbana-Champaign, USA.

Cognition
|May 14, 2023
PubMed
Summary
This summary is machine-generated.

Preschoolers show early exact arithmetic skills, particularly with smaller numbers, before formal schooling. These abilities are linked to non-verbal number sense and cardinal number knowledge, especially for subtraction problems resulting in zero.

Keywords:
ArithmeticExact subtractionNonsymbolicNumeracyNumerical developmentSubtractive negation

More Related Videos

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.1K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

832

Related Experiment Videos

Last Updated: Jul 30, 2025

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

4.6K
Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

8.1K
Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

832

Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Numerical Cognition

Background:

  • Preschool children exhibit nascent arithmetic abilities prior to formal education.
  • The extent and underlying mechanisms of these early arithmetic skills remain largely unexplored.

Purpose of the Study:

  • To document behavioral signatures of exact arithmetic in preschool children using a non-symbolic subtraction task.
  • To investigate the cognitive mechanisms underlying these abilities by examining their relationship with other numerical and non-numerical skills.

Main Methods:

  • Two studies were conducted with preschool children in the U.S. (N=207) and Italy (N=130).
  • A non-symbolic subtraction task was employed to assess exact arithmetic.
  • Individual differences were analyzed in relation to non-verbal approximate numerical abilities and exact cardinal number knowledge.

Main Results:

  • Children performed above chance on the exact non-symbolic subtraction task, with better performance on smaller quantities.
  • Non-verbal approximate numerical abilities correlated with subtraction performance in older children.
  • Cardinal number knowledge was associated with performance on subtractive negation problems (where the answer is zero).

Conclusions:

  • Core non-verbal numerical abilities and emerging symbolic number knowledge form a foundation for early, limited exact arithmetic skills.
  • Subtractive negation problems were solvable above chance only by children with basic cardinality understanding.
  • These findings highlight the interplay between innate numerical capacities and developing number knowledge in early arithmetic development.