Fun with cognitive development.
Oct. 24th, 2008 09:57 amAlex participated in another study at the Johns Hopkins Laboratory for Child Development this week. She's done this from time to time, and it's always a lot of fun. This time they were interested in the relationship between preschoolers' counting ability and their ability to compare quantities.
First they had Alex do some straight-up counting of animals on cards. Next they gave her cards with pictures of two kinds of animals interspersed. They asked her (for example) to count the giraffes, count the elephants, and then say whether most of the animals were giraffes or elephants.
If you'd asked me to predict the results before we entered the room, I would've said that Alex would do a decent job of counting but that she would have trouble making a relative comparison of quantities when the numbers were close. When I saw that the animals were scattered randomly across the card instead of being neatly lined up, I figured that she'd have trouble counting them accurately, too. (It's hard for a little kid to remember which ones they've already counted.) I was surprised to see that her ability to count a random array has significantly improved - she made two or three errors, but was only ever one off. And she didn't make any mistakes on the comparisons.
Afterward, the experimenter told me that so far (Alex was the 250-somethingth subject) they haven't found any relationship between counting ability and comparative estimation. Some kids are great counters but can't figure out which one has the most. Some kids can't really count very well at this age, but unfailingly say which are the most animals - even when it's a question of 8 versus 7. So it seems that these two number skills are completely separate developmental processes. Isn't that fascinating?
(Also fascinating, if you are a big old cognitive development geek: this paper (warning: PDF) reporting the results of the last study Alex was in, which shows how ridiculously good two-year-olds are at learning new words, even in challenging contexts.)
Last, but not least, there's been a new development this week that may have implications for this journal. Alex was hanging out by my side while I read LJ. I started to leave a comment in
wiredferret's journal, and suddenly a little voice piped up, "Why did you write my name?" Oops. She's been able to recognize her name for a long time, but apparently now she's following along with my typing and picking out her name from a block of text. So that's a little... constraining.
First they had Alex do some straight-up counting of animals on cards. Next they gave her cards with pictures of two kinds of animals interspersed. They asked her (for example) to count the giraffes, count the elephants, and then say whether most of the animals were giraffes or elephants.
If you'd asked me to predict the results before we entered the room, I would've said that Alex would do a decent job of counting but that she would have trouble making a relative comparison of quantities when the numbers were close. When I saw that the animals were scattered randomly across the card instead of being neatly lined up, I figured that she'd have trouble counting them accurately, too. (It's hard for a little kid to remember which ones they've already counted.) I was surprised to see that her ability to count a random array has significantly improved - she made two or three errors, but was only ever one off. And she didn't make any mistakes on the comparisons.
Afterward, the experimenter told me that so far (Alex was the 250-somethingth subject) they haven't found any relationship between counting ability and comparative estimation. Some kids are great counters but can't figure out which one has the most. Some kids can't really count very well at this age, but unfailingly say which are the most animals - even when it's a question of 8 versus 7. So it seems that these two number skills are completely separate developmental processes. Isn't that fascinating?
(Also fascinating, if you are a big old cognitive development geek: this paper (warning: PDF) reporting the results of the last study Alex was in, which shows how ridiculously good two-year-olds are at learning new words, even in challenging contexts.)
Last, but not least, there's been a new development this week that may have implications for this journal. Alex was hanging out by my side while I read LJ. I started to leave a comment in