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Exploring Number Word Learning in Toddlers: The "Teaching Ten" Study

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18 diapositives · 314 Views · Jul 20, 2014

This study investigates the ability of toddlers to learn number words, focusing on the "Teaching Ten" approach. Building on prior research by Huang, Spelke, and Snedeker (2010), the study examines the learning outcomes of two-knowers, three-knowers, and four-knowers through various games designed to teach number approximations. Participants included 3- and 4-year-olds, with the aim of determining effective teaching strategies. Results indicate challenges in teaching ten to younger children, prompting discussions about enhancing training methods and personalizing the learning experience for better engagement.

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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?