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Rinaldi, Louisa J.; Smees, Rebecca; Alvarez, James; Simner, Julia – Child Development, 2020
This study examined how colored educational tools improve children's numerosity ("number sense") and/or mathematics. We tested children 6-10 years (n = 3,236) who had been exposed to colored numbers from the educational tools "Numicon" (Oxford University Press, 2018) or "Numberjacks" (Ellis, 2006), which map colors to…
Descriptors: Color, Mathematics Skills, Children, Numbers
Kong, Michelle Nga Ki; Chan, Winnie Wai Lan – European Journal of Developmental Psychology, 2021
This study explored whether kindergarteners who had yet to learn about multi-digit numbers at school could automatically process the underlying magnitudes, i.e., place-values, represented by the digits in a multi-digit number. A place-value Stroop task showed a pair of price tags in each trial. Each price tag contained a three-digit number, of…
Descriptors: Kindergarten, Cognitive Processes, Numeracy, Mathematics Skills
Matthews, Percival G.; Lewis, Mark R. – Cognitive Science, 2017
Although many researchers theorize that primitive numerosity processing abilities may lay the foundation for whole number concepts, other classes of numbers, like fractions, are sometimes assumed to be inaccessible to primitive architectures. This research presents evidence that the automatic processing of nonsymbolic magnitudes affects processing…
Descriptors: Numbers, Numeracy, Color, Interference (Learning)
Scalise, Nicole R.; Daubert, Emily N.; Ramani, Geetha B. – Journal of Experimental Education, 2020
Low-income preschoolers have lower average performance on measures of early numerical skills than middle-income children. The present study examined the effectiveness of numerical card games in improving children's numerical and executive functioning skills. Low-income preschoolers (N = 76) were randomly assigned to play a numerical magnitude…
Descriptors: Early Intervention, Mathematics Skills, Teaching Methods, Educational Games
Satsangi, Rajiv; Bofferding, Laura – Journal of Research in Special Educational Needs, 2017
A lack of numerical knowledge early on can impede a child's academic development. In past research, playing linear board games improved children's understanding of numerical relations, which the authors theorised could extend to children with autism spectrum disorder. For this pilot study, 10 children played a board game where they moved tokens…
Descriptors: Knowledge Level, Numeracy, Child Development, Autism
Picozzi, Marta; de Hevia, Maria Dolores; Girelli, Luisa; Cassia, Viola Macchi – Journal of Experimental Child Psychology, 2010
Previous evidence has shown that 11-month-olds represent ordinal relations between purely numerical values, whereas younger infants require a confluence of numerical and non-numerical cues. In this study, we show that when multiple featural cues (i.e., color and shape) are provided, 7-month-olds detect reversals in the ordinal direction of…
Descriptors: Cues, Infants, Number Concepts, Visual Stimuli

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