Toddlers’ cognition of adding and subtracting objects in action and in perception

Langer, Jonas; Gillette, Peter; Arriaga, Rosa I.

doi:10.1016/s0885-2014(03)00022-4

Cited by 16 publications

(7 citation statements)

References 28 publications

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“…A third possibility is that the toddlers did perform a mental rotation, but that looking time may not have been an appropriate measure to capture this competence in the present task or for the present age group. Similarly, Langer, Gillette, and Arriaga (2003) did not find significant results in 21-month-olds' looking times, which contrasted with their successful performance in a search task -but see also He, Bolz, and Baillargeon (2011) for a successful application of a violation-of-expectation paradigm with 2.5-year-olds. Looking times can be influenced by a number of factors and reflect various cognitive processes, such as expectations of what will happen on the screen next, or curiosity about what their parent thinks of the event.…”

Section: Mental Rotationmentioning

confidence: 91%

Understanding of object rotation between two and three years of age.

Pedrett

Kaspar

Frick

2020

Developmental Psychology

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Section: Mental Rotationmentioning

confidence: 91%

Understanding of object rotation between two and three years of age.

Pedrett

Kaspar

Frick

2020

Developmental Psychology

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“…In human infants, different conclusions have been reached depending on whether tasks have been based on looking time or on other measures, such as reaching tasks, searching tasks, or verbal responses (e.g., Hofstadter & Reznick 1996;Ahmed & Ruffman 1998;Shinskey & Munakata 2005;Charles & Rivera 2009). The same problems have been reported for human children (e.g., Garnham & Ruffman 2001;Hood et al 2003;Langer et al 2003) and primates (Santos & Hauser 2002;Santos et al 2006). This shows that it is not always clear whether and how a visual bias translates to a behavioral response.…”

Section: Problems and Controversiesmentioning

confidence: 98%

Perspectives: The Looking Time Experimental Paradigm in Studies of Animal Visual Perception and Cognition

2015

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Experiments are the foundation of empirical science, and experimental paradigms that are broadly applicable across settings and species are particularly useful for comparative research. Originally developed to address questions related to perception and cognition of pre-verbal human infants, the looking time experimental paradigm has been increasingly used to study animal behavior and cognition, particularly in non-human primates. Looking time experiments are based on the assumption that animals direct eye gaze toward objects or scenes based on their degree of interest, and use looking behavior to infer perceptual or cognitive characteristics of subjects. This paradigm can be used in a variety of contexts and is not based on species-typical behaviors, allowing for intra-and interspecific comparisons. Here, we describe the history of use of looking time measures, provide an overview of the problems and controversies related to this method, and offer recommendations on how to implement looking time tasks, focusing on the preparation of stimuli, experimental procedures, and data analysis. Our overview focuses on non-human primates, where most work has been carried out, but the issues discussed should be applicable to a wide range of species. We conclude that despite pertinent criticism, looking time tasks are practical when executed and interpreted properly. The further implementation of these methods in studies of animal behavior and cognition is likely to be fruitful.

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“…As previously suggested for simple arithmetic operations [13,23], the present study suggests that a paradigm based on action seems better adapted for evaluating the numerical abilities of preschoolers. This finding underlines the importance of adapting the method to the age of children [13,32,43,44] because low performance does not necessarily reveal a lack of competency and, in fact, depends on the method of testing.…”

Section: Discussionmentioning

confidence: 85%

“…Given the effects of the method on children's performance, it has been suggested that developmental psychologists must adapt their methods to the age of the children involved in the testing [13,32,43,44]. In the studies cited above [36][37][38][39], the experimenter performed the operations, and the children often responded verbally (except [39], which used a manual search).…”

Section: Introductionmentioning

confidence: 99%

The Role of Self-Action in 2-Year-Old Children: An Illustration of the Arithmetical Inversion Principle before Formal Schooling

Lubin

Rossi

Poirel

et al. 2015

Child Development Research

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The importance of self-action and its considerable links with cognitive activity in childhood are known. For instance, in arithmetical cognition, 2-year-olds detected an impossible arithmetical outcome more accurately when they performed the operation themselves (actor mode) than when the experimenter presented it (onlooker mode). A key component in this domain concerns the understanding of the inversion principle between addition and subtraction. Complex operations can be solved without calculation by using an inversion-based shortcut (3-term problems of the form + − must equal a). Some studies have shown that, around the age of 4, children implicitly use the inversion principle. However, little is known before the age of 4. Here, we examined the role of self-action in the development of this principle by preschool children. In the first experiment, 2-year-olds were confronted with inversion (1 + 1 − 1 = 1 or 2) and standard (3 − 1 − 1 = 1 or 2) arithmetical problems either in actor or onlooker mode. The results revealed that actor mode improved accuracy for the inversion problem, suggesting that self-action helps children use the inversion-based shortcut. These results were strengthened with another inversion problem (1 − 1 + 1 = 1 or 2) in a second experiment. Our data provide new support for the importance of considering self-action in early mathematics education.

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Toddlers’ cognition of adding and subtracting objects in action and in perception

Cited by 16 publications

References 28 publications

Understanding of object rotation between two and three years of age.

Understanding of object rotation between two and three years of age.

Perspectives: The Looking Time Experimental Paradigm in Studies of Animal Visual Perception and Cognition

The Role of Self-Action in 2-Year-Old Children: An Illustration of the Arithmetical Inversion Principle before Formal Schooling

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