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Improving approximate number sense abilities in preschoolers: PLUS game

Van Herwegen, J; Costa, HM; Passolunghi, MC; (2017) Improving approximate number sense abilities in preschoolers: PLUS game. School Psychology Quarterly , 32 (4) pp. 497-508. 10.1037/spq0000191. Green open access

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Abstract

Previous studies in both typically and atypically developing children have shown that approximate number system (ANS) abilities predict formal mathematical knowledge later on in life. The current study investigated whether playing specially designed training games that targets the ANS system using nonsymbolic stimuli only would improve preschool children’s ANS abilities. Thirty-eight preschool children were randomly allocated to either the training or control group. For 5 weeks, 20 preschoolers (9 girls) in the training group played daily games for 10 min that included guessing and comparing numerosities, whereas 18 control children (6 girls) were involved in interactive picture book reading sessions. Children’s ANS abilities were assessed using a computerized task before and after the training program. An analysis of covariance with posttraining ANS scores as dependent variable and pretraining scores as a covariate showed that the children in the training group had higher ANS abilities after the training, in contrast to children in the control group (p = .012, ηp2 = .171). This study provides evidence that ANS abilities can be improved in preschool children through a daily training program that targets the ANS specifically. These findings provide support for further training programs for preschool children who show mathematical difficulties early on in life. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Type: Article
Title: Improving approximate number sense abilities in preschoolers: PLUS game
Open access status: An open access version is available from UCL Discovery
DOI: 10.1037/spq0000191
Publisher version: https://psycnet.apa.org/doi/10.1037/spq0000191
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: preschoolers, mathematics, approximate number sense, training
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10071892
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