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Teaching Ten: A study of Number Word Learning in Toddlers

Teaching Ten: A study of Number Word Learning in Toddlers. Brooke McDowell and Yeshim Iqbal. Background. Two Core Systems of Numbers Parallel individuation Precisely keeping track of discrete objects “Cracker Study” ( Feigenson , Carey, and Hauser 2002)

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Teaching Ten: A study of Number Word Learning in Toddlers

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  1. Teaching Ten: A study of Number Word Learning in Toddlers Brooke McDowell and YeshimIqbal

  2. Background • Two Core Systems of Numbers • Parallel individuation • Precisely keeping track of discrete objects • “Cracker Study” (Feigenson, Carey, and Hauser 2002) • Limited to small numbers of crackers • Analog magnitude • Keeping track of approximations • Spelke and Xu (2000) habituation paradigm • Ratio identification in infants Feigenson, L., Dehaene, S. and Spelke, E. (2004). Core Systems of Numbers. TRENDS in Cognitive Sciences , 8 (7), 307 - 314

  3. Basis of Study • Huang, Spelke and Snedeker (2010) • What is a knower-level? • Diagnosis of Knower-Level • Two-Knower • Three-Knower • Four-Knower / CP-Knower • Training based on Knower-Level • Teach Two-Knowers Three • Teach Three-Knowers Four • No work done with Four-Knowers / CP-Knowers • Results: Two-knowers learned three with familiar animals while three-knowers learned four with novel animals and objects

  4. QUestion -“Teaching Three/Four” – Can we duplicate the findings of Huang, Spelke and Snedeker (2010)? - “Teaching Ten” - Can we teach CP-knowers to identify an approximation of the number ten?

  5. Participants/Methods Subjects: LDS Database 3- and 4-year olds Four Portions • “Counting Game” - Numeric elicitation -“Give-N” Task • “Guessing Game” - Ratios: 3 vs 10, 5 vs 10, 7 vs 10, 15 vs 10, 20 vs 10, 30 vs 10 - Criteria: passing 5/6 or 6/6 in two consecutive practice rounds - Previous Experiment (One Practice Round) • Demonstration and Video Clip

  6. Teaching Three Results (n=7)

  7. Teaching Three Discussion • Improvement: Extrapolation to novel animals • Set size is small (n=7) • 10 more kids ideal • Purpose of the experiment and variability in texting conditions

  8. Teaching Ten Results – Three Year Olds (n=18)

  9. Teaching Ten Results – Three Year Olds (n=18) Conclusion • Unable to learn 10 • Extension of the experiment – more thorough training

  10. Teaching Ten – Three Year Olds, Counting Condition (N=6)

  11. Teaching Ten Results– Three Year Olds, Counting Condition (N=6) • Conclusion • Failure • Multiple Causes

  12. Teaching Ten Results – Four Year Olds (N=16)

  13. Teaching Ten Results – Four Year Olds (N=16) • Conclusion • Failure • Other factors contributing to failure?

  14. “Fast Cards” • Le Corre and Carey (2010) • “Fast Cards” for 4 year olds • “Mapper” vs. “Non-Mapper” Graphs • Link Between “Mapper” and Success in “Teaching Ten”?

  15. Non-Mapper vs. Mapper Non-Mapper Mapper

  16. “FaST Cards” Results • Comparison of TT2 pass/failure to “mapper ability” • Results:

  17. “Fast Cards” Discussion • There is no link between mapping ability and “Teaching Ten” success rate • Implications?

  18. Parting Thoughts • Personalizing study to fit a child’s attention span • Additional ways to reinforce teaching ten?

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