Poster #36 - Pattern Learning in Preschool-Age Children: A Training Intervention

• In Event: 2-055 - Poster Session 06
  In Poster Session: PS 06 Section - Cognitive Processes

Integrative Statement

The learning and generalization of patterns is an important aspect of mathematical thinking, with the ability to identify and use patterns early in development predictive of future success in algebra and math (NCTM, 2000; Rittle-Johnson et al., 2016). The aim of the present study was to test theoretically-grounded pattern training in an effort to facilitate relational learning in preschool-age children. The current study examines the use of (a) relational language and (b) pattern comparison as potential factors to facilitate pattern learning.

Relational language may promote pattern learning, such that the use of abstract labels (A-B-A-B) rather than concrete labels (blue-red-blue-red) should focus children’s attention on the relations being taught rather than on the individual items (Fyfe et al., 2015; Posid et al., 2018; Simms & Gentner, 2013). There is also evidence that comparison may play a positive role in learning about relations (e.g., Christie & Gentner, 2010; Gentner et al., 1983). Although some work suggests that between-group comparisons (e.g., ABA vs. ABB) are more efficient than within-group (ABA vs. ABA) comparisons early in development (Deng & Sloutsky, 2015; Hammer et al., 2008, 2010), it is unknown what effect this might have on pattern learning and how this might interact with relational language.

Four and five year old children were assigned to one of two Experiments (Compare: ABA vs. ABA training; N=63, Mage=4.87 years, SD=0.75 years or Contrast: ABA vs. ABB training; N=50, Mage=4.80 years, SD=0.78 years). Within each experiment, children were randomly assigned to either Abstract or Concrete Labels (2x2 design). The task consisted of seven back-to-back phases (Figure 1) completed in a single session. Each trial was match-to-sample and one choice was always perceptual (same color/shape but incorrect pattern) while the other choice was always the correct pattern. The intervention occurred at training and all other phases of the task were identical across participants.

Results indicate that phase and experiment interacted (p<.001, np2=.05; Figure 2A). Children performed equally across each phase of the Patterns Task (ps>.2, Cohen’s ds<.25) except during training. When children were given explicit instructions, children in the Contrast experiment (M=91.5%) outperformed children in the Comparison (M=69.9%) experiment (p<.001, Cohen’s d=.8). Following training, children continued to choose the pattern match – rather than the perceptual match – during posttest, generalization (ps<.04, Cohen’s ds>.6) and transfer (ps<.1, Cohen’s ds>.44). We also measured children’s improvements for posttest and generalization (vs. pretest). Children in the Contrast experiment (ps>.3, Cohen’s ds<.28) showed generally high gains and no effect of relational language, whereas children in the Comparison experiment (p’s<.05, Cohen’s ds>.50) benefited from the additional boost of abstract labels (Figure 2B).

Results indicate that 4-5 year old children faired best when patterns were contrasted (ABA vs. ABB) during training. However, accuracy in the absence of explicit instruction (posttest, generalization) did not differ. Relational language was important for children’s improvements, but only when pattern comparison (AAB vs. AAB) was used. This work adds to limited prior research examining patterning as an early indicator of relational thinking and has implications for curriculum development in the classroom

Authors

• Tasha Posid, The Ohio State University
  Presenting Author

• Vladimir M. Sloutsky, The Ohio State University
  Non-Presenting Author