Statistical Learning and Mathematics Ability: The Case of Arithmetic Principles (Poster 7)

• In Event: Sunday Poster Session 3:05 pm
  In Poster Session: Perspectives on Learning and Development: Exploring Motivations, Cognition, and Contextual Factors

Abstract

Statistical learning (SL), an unconscious cognitive process used to extract regularities, is well-established as a fundamental mechanism underlying learning, yet its connection to numerical knowledge acquisition remains underexplored despite the prominence of patterns in number systems and operations. This study examined 54 first graders, analyzing the association between SL and arithmetic principle knowledge. Executive function, SL, and arithmetic accuracy and latency for addition and subtraction were measured. The results revealed that SL is a unique construct from executive function. Furthermore, it negatively predicted addition problem latency, and the link between SL and subtraction accuracy depended on children's experience with subtraction. These findings further illustrate SL's role in arithmetic development and emphasize the significance of familiarity in SL research.

Authors

• Hyunyoung Cho, Boston College

• Elida V. Laski, Boston College

• Marina Vasilyeva, Boston College