Young Children’s Flexible Attention to Numerical and Spatial Magnitudes

• In Event: Poster Session 10
  In Poster Session: PS 10 Topic - Cognitive Processes

Abstract

Introduction. We propose that flexibly shifting between both numerical magnitudes (number of items) and spatial magnitudes (e.g., surface area) is a unique challenge in early childhood. We developed a novel measure of Flexible Attention to Magnitudes (FAM) and test whether preschoolers’ FAM ability relates to their math achievement after controlling for key correlates, including executive functioning and analog magnitude system (AMS) acuity. Further, we examine whether the relation of FAM to math achievement differs depending on whether children were asked to make judgments based on numerical or spatial magnitudes first. We hypothesize that after controlling for AMS acuity and order effects, FAM ability would uniquely predict math achievement. 

Methods. Participants (N=148; 53.1% male; Mage = 53.74 months; SDage = 7.21 months) completed the FAM task in one of two orders, size-first or number-first. In the size-first condition, children were asked to compare spatial magnitudes of two object sets (pre-switch block), then to compare numerical magnitudes of object sets (post-switch block), and finally to switch back and forth between comparing spatial and numerical magnitudes (mixed block). In the number-first condition, children compared numerical magnitudes (pre-switch), then spatial magnitudes (post-switch), and then switched back and forth (mixed). Numerical and spatial magnitudes were always incongruent. Children also completed standardized measures of math achievement, AMS acuity, vocabulary, and executive functioning.

Results and Conclusion. FAM ability (accuracy on post-switch and mixed blocks) significantly related to children’s math achievement (β=0.26, p<.001) controlling for age, gender, executive functioning, vocabulary, and AMS acuity. Task order affected performance on pre-switch and post-switch blocks (size trials more accurate than number trials in both orders), but not the mixed block. Importantly, however, the relation of FAM ability to math achievement was not moderated by task order, indicating that both spatial and numerical magnitudes are key predictors of math achievement.

Authors

• Nadia Tavassolie, Temple University
  Presenting Author

• Yiqiao Wang, Harvard University
  Non-Presenting Author

• Elizabeth A Gunderson, Temple University
  Non-Presenting Author

• Natalie A Sheeks
  Non-Presenting Author

• Alison Vrabec, University of Dayton
  Non-Presenting Author

• Mary Catherine Wagner Fuhs, University of Dayton
  Non-Presenting Author