Date of Award
12-2016
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychological Sciences
First Advisor
George Hollich
Committee Chair
George Hollich
Committee Member 1
David J. Pupura
Committee Member 2
Sara A. Schmitt
Committee Member 3
Barbara A. Younger-Rossmann
Abstract
This dissertation examines how training on the iPad can improve children’s quantity recognition, and whether different types of training might be warranted for children with different levels of experience. Study 1 tested the effects of multiple exemplar training (3 cars / 3 apples / 3 ducks, etc.) versus single exemplar training (3 cars / 3 cars / 3 cars, etc.) in recognizing quantities. For children just learning to recognize quantities (0-2 knowers), training with multiple exemplars was most effective for quantities three and four. For 3-6 knower children, single exemplar training was most effective for learning quantities five and six. Study 2 tested the effects of using a training set with perceptually distinct dice-like arrangements versus linear arrangements of objects in the quantity recognition task. 0-2 knower children tended to choose the familiar arrangements which were shown in the training session (regardless of quantity), while 3-6 knowers could pick out the correct quantity regardless of arrangement. This result suggests that selecting the right type of training is important for facilitating children’s early number learning.
Recommended Citation
Han, Arum, "How training set and prior knowledge affect preschoolers' perception of quantity and early number learning" (2016). Open Access Dissertations. 930.
https://docs.lib.purdue.edu/open_access_dissertations/930