Improving Preschoolers’ Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training

Honoré, Nastasya; Noël, Marie-Pascale

doi:10.1371/journal.pone.0166685

Cited by 49 publications

(34 citation statements)

References 70 publications

(89 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several other studies demonstrated the effectiveness of interventions, games, or curricula in which number lines were used in combination with other training elements, such as magnitude comparison, throwing a die or using a spinner and reading its number, adding numbers before estimating the position of the sum on a number line, or similar (e.g., Fuchs et al., ; Honoré & Noël, ; Thompson & Opfer, ). These studies found positive effects of the interventions on measures of mathematical competence.…”

Section: Discussionmentioning

confidence: 99%

Associations of Number Line Estimation With Mathematical Competence: A Meta‐analysis

et al. 2018

View full text Add to dashboard Cite

The number line estimation task is widely used to investigate mathematical learning and development. The present meta-analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = .443. The correlation increased with age, mainly because it was higher for fractions than for whole numbers. The correlation remained stable across a wide range of task variants and mathematical competence measures (i.e., counting, arithmetic, school achievement). These findings demonstrate that the task is a robust tool for diagnosing and predicting broader mathematical competence and should be further investigated in developmental and experimental training studies.

show abstract

Section: Discussionmentioning

confidence: 99%

Associations of Number Line Estimation With Mathematical Competence: A Meta‐analysis

et al. 2018

View full text Add to dashboard Cite

show abstract

“…In the non-numerical control (CTRL) group (adapted from Honoré & Noël, 2016), stories of approximately 20 min were read to the children (a different story in each of the three training sessions). The meaning of three difficult words was explained in the context of each story: ''dune" (dune), ''mirage" (mirage), and ''chèche" (chech) in the first story; ''montagnard" (mountain dweller), ''baluchon" (bundle), and ''brise" (breeze) in the second story; and ''picorer" (to peck), ''miauler" (to meow), and ''avoir la frousse" (expression to say to be scared) in the third story.…”

Section: Trainingmentioning

confidence: 99%

How visual experience and task context modulate the use of internal and external spatial coordinate for perception and action.

Crollen¹,

Spruyt²,

Mahau³

et al. 2019

Journal of Experimental Psychology: Human Perception and Perfor

View full text Add to dashboard Cite

Recent studies have suggested that multisensory redundancy may improve cognitive learning. According to this view, information simultaneously available across two or more modalities is highly salient and, therefore, may be learned and remembered better than the same information presented to only one modality. In the current study, we wanted to evaluate whether training arithmetic with a multisensory intervention could induce larger learning improvements than a visual intervention alone. Moreover, because a left-to-right-oriented mental number line was for a long time considered as a core feature of numerical representation, we also wanted to compare left-to-right-organized and randomly organized arithmetic training. Therefore, five training programs were created and called (a) multisensory linear, (b) multisensory random, (c) visual linear, (d) visual random, and (e) control. A total of 85 preschoolers were randomly assigned to one of these five training conditions. Whereas children were trained to solve simple addition and subtraction operations in the first four training conditions, story understanding was the focus of the control training. Several numerical tasks (arithmetic, number-to-position, number comparison, counting, and subitizing) were used as pre-and post-test measures. Although the effect of spatial disposition was not significant, results demonstrated that the multisensory training condition led to a significantly larger performance

show abstract

“…First, we used a computerized task developed by Honoré and Noël (2016), the multiple-choice (MC) addition task. The screen was divided into two sections.…”

Section: If It Jumps Three Times It Does 'One -Two -Three' and If It mentioning

confidence: 99%

Impact of Working Memory Training Targeting the Central Executive on Kindergarteners’ Numerical Skills

Honoré

Noël²

2017

JETS

Self Cite

View full text Add to dashboard Cite

Working memory capacities are associated with mathematical development. Many studies have tried to improve working memory abilities through training. Furthermore, the central executive has been shown to be the component of working memory, which is the most strongly related to numerical and arithmetical skills. Therefore, we developed a training program that specifically targeted the central executive to examine the possible impact on kindergarteners' working memory and numerical abilities. Thirty-four 5-6 year olds were randomly assigned to the experimental or the control conditions. Both groups received 16 30-minute sessions of their respective training program. The experimental group was trained with games tapping the central executive and the control group received a vocabulary-learning program. The results showed an immediate training effect on one central executive task and an effect of training appeared on another central executive task at follow-up, 6 months later. However, no impact was observed on numerical and arithmetical skills.

show abstract

Improving Preschoolers’ Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training

Cited by 49 publications

References 70 publications

Associations of Number Line Estimation With Mathematical Competence: A Meta‐analysis

Associations of Number Line Estimation With Mathematical Competence: A Meta‐analysis

How visual experience and task context modulate the use of internal and external spatial coordinate for perception and action.

Impact of Working Memory Training Targeting the Central Executive on Kindergarteners’ Numerical Skills

Contact Info

Product

Resources

About