Finger counting training enhances addition performance in kindergarteners.
Saved in:
| Title: | Finger counting training enhances addition performance in kindergarteners. |
|---|---|
| Authors: | Poletti, Céline (AUTHOR), Krenger, Marie (AUTHOR), Létang, Marie (AUTHOR), Hennequin, Brune (AUTHOR), Thevenot, Catherine (AUTHOR) |
| Source: | Child Development. Jan2025, Vol. 96 Issue 1, p251-268. 18p. |
| Subjects: | Kindergarten children, Counting, Fingers, Arithmetic |
| Abstract: | Our study on 328 five‐ to six‐year‐old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre‐test to post‐test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p <.001, ηp2 =.15). This result was replicated on a much smaller scale (37 five‐ to six‐year‐olds, mainly White European, 22 girls) but in more controlled setup and was further replicated with an active control group (84 five‐ to six‐year‐olds, mainly White European, 37 girls). Therefore, we demonstrate here for the first time that training finger counting constitutes a highly effective method to improve kindergarteners' arithmetic performance. [ABSTRACT FROM AUTHOR] |
| Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Our study on 328 five‐ to six‐year‐old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre‐test to post‐test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p <.001, ηp2 =.15). This result was replicated on a much smaller scale (37 five‐ to six‐year‐olds, mainly White European, 22 girls) but in more controlled setup and was further replicated with an active control group (84 five‐ to six‐year‐olds, mainly White European, 37 girls). Therefore, we demonstrate here for the first time that training finger counting constitutes a highly effective method to improve kindergarteners' arithmetic performance. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00093920 |
| DOI: | 10.1111/cdev.14146 |
