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Does the development of number gestures and, more generally, finger skills influence the understanding of the cardinal meaning of number words in preschoolers ?

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Does the development of number gestures and finger skills influence the

understanding of the cardinal meaning of number words in preschoolers ?

Line Vossius

1

, Marie-Pascale Noël

2

& Laurence Rousselle

1

1

University of Liège, Research unit on childhood

2

Catholic University of Louvain

Review of literature

Gestures support verbal number knowledge (Di Luca & Pesenti, 2011; Roesch & Moeller,

2015). Finger pointing and finger counting allow children to keep a visual track while reciting

the verbal number sequence (Fuson, Richards & Briars, 1982; Saxe & Kaplan, 1981; Alibali &

Di Russo, 1999). Fingers are usually used by young children to resolve arithmetical tasks

(Fuson et al., 1982). Finally, finger gnosia are a good predictor of performance in arithmetics

and problem-solving in primary school children (Fayol, Barrouillet & Marinthe, 1998; Noël,

2005).

However, the role of gestures in the understanding of the cardinal concept has been less

studied in children and is still a matter of debate. Nicoladis, Pika & Marentette (2010) found

that preschoolers (2-, 3-, 4- and 5-year olds) had no advantage of number gestures compared

to number words in How many & Give-a-number tasks. In contrast, Gunderson, Speapen,

Gibson, Goldin-Meadow & Levine (2015) showed that children who did not master the

cardinal meaning of number words (assessed with the Give-a-number task) were more

accurate at estimating numbers with gestures than with words.

Not only are these results contradictory, but the contribution of gestures to cardinal

concept development has never been examined using a longitudinal design that permits a

precise assessment of the developmental curve of children. Moreover, no study has ever

determined which components of digital skills really influence the numerical development:

gnosia or fine motor skills ?

1.

How the

cardinal meaning development of number

gestures influence cardinal meaning of number words

?

 Developing the understanding of the cardinal meaning

of

number

gestures

positively

influences

the

development of the cardinal meaning of number words .

 Moreover, this influence increases with age : the older

the children, the more important is the influence of

gesture on verbal number cardinal development in an

identical task.

2.

Does the development of

digital non-numerical skills

contribute to the progress in the understanding of the

cardinal meaning of number words ?

 Dissociation skills, but not finger gnosia and finger

coordination, significantly influence the development of

number words cardinal meaning understanding. This

influence increases as children become older.

T1

N = 47

3 years 0 months

Give-a-number with number words Give-a-number with number gestures

Give-a-number task with number words

« Can you give me /THREE/ tokens? »

• The child received 10 tokens

• Cardinal development level = the largest numerosity accurately

identified by the child two out of three times

→0-knowers, 1-knowers, 2-knowers, 3-knowers, 4-knowers, →Cardinal-Principle-knowers

Give-a-number task with number gestures

« Can you give me tokens? »

• The child received 10 tokens

• Cardinal development level = the largest numerosity accurately

identified by the child two out of three times

→0-knowers, 1-knowers, 2-knowers, 3-knowers, 4-knowers, →Cardinal-Principle-knowers

TIME

Assessment of finger gnosia, finger dissociation and finger coordination skills

Finger gnosia assessment

« Can you tell me which finger I’m

touching ? »

8 touches for each hand behind a screen

Dissociation assessment

« Can you do the same as my

fingers ? »

• 10 digital configurations to imitate for each hand

• Presentation mirrored by the assessor

Coordination assessment

« Can you do the same as my

fingers ? »

3 praxia to reproduce for each hand

• Presentation mirrored by the assessor

Finger gnosia, finger dissociation, finger coordination tasks

T2

N = 60

3 years 4 months

Finger gnosia, finger dissociation, finger coordination tasks

T3

N = 60

3 years 8 months

Finger gnosia, finger dissociation, finger coordination tasks

T4

N = 60

4 years 0 months

Finger gnosia, finger dissociation, finger coordination tasks

Methodology

Références:

Alibali, M. W., & DiRusso, A. A. (1999). The function of gesture in learning to count: More than keeping track. Cognitive Development, 14(1), 37–56. Di Luca, S., & Pesenti, M. (2008). Masked priming effect with canonical finger numeral configurations. Experimental Brain Research, 185(1), 27–39.

Fayol, M., Barrouillet, P., & Marinthe, C. (1998). Predicting arithmetical achievement from neuro-psychological performance: A longitudinal study.

Cognition, 68(2), B63–B70.

Fuson, K. C., Richards, J., & Briars, D. J. (1982). The Acquisition and Elaboration of the Number Word Sequence. In C. J. Brainerd (Ed.), Children’s Logical

and Mathematical Cognition (pp. 33–92). Springer New York.

• Gunderson, E. A., Spaepen, E., Gibson, D., Goldin-Meadow, S., & Levine, S. C. (sous presse). Gesture as a window onto children’s number knowledge.

Cognition, 144, 14–28.

Nicoladis, E., Pika, S., & Marentette, P. (2010). Are number gestures easier than number words for preschoolers? Cognitive Development, 25(3), 247– 261.

Noël, M.-P. (2005). Finger gnosia: a predictor of numerical abilities in children? Child Neuropsychology, 11(5), 413–430.

Roesch, S., & Moeller, K. (2015). Considering digits in a current model of numerical development. Frontiers in Human Neuroscience, 8. Saxe, G. B., & Kaplan, R. (1981). Gesture in early counting: A developmental analysis. Perceptual and Motor Skills, 53(3), 851–854. Références:

Alibali, M. W., & DiRusso, A. A. (1999). The function of gesture in learning to count: More than keeping track. Cognitive Development, 14(1), 37–56. Di Luca, S., & Pesenti, M. (2008). Masked priming effect with canonical finger numeral configurations. Experimental Brain Research, 185(1), 27–39.

• Fayol, M., Barrouillet, P., & Marinthe, C. (1998). Predicting arithmetical achievement from neuro-psychological performance: A longitudinal study.

Cognition, 68(2), B63–B70.

Fuson, K. C., Richards, J., & Briars, D. J. (1982). The Acquisition and Elaboration of the Number Word Sequence. In C. J. Brainerd (Ed.), Children’s Logical

and Mathematical Cognition (pp. 33–92). Springer New York.

Gunderson, E. A., Spaepen, E., Gibson, D., Goldin-Meadow, S., & Levine, S. C. (sous presse). Gesture as a window onto children’s number knowledge.

Cognition, 144, 14–28.

Nicoladis, E., Pika, S., & Marentette, P. (2010). Are number gestures easier than number words for preschoolers? Cognitive Development, 25(3), 247– 261.

Noël, M.-P. (2005). Finger gnosia: a predictor of numerical abilities in children? Child Neuropsychology, 11(5), 413–430.

Roesch, S., & Moeller, K. (2015). Considering digits in a current model of numerical development. Frontiers in Human Neuroscience, 8. Saxe, G. B., & Kaplan, R. (1981). Gesture in early counting: A developmental analysis. Perceptual and Motor Skills, 53(3), 851–854.

Results

T5

N = 47

4 years 4 months

Finger gnosia, finger dissociation, finger coordination tasks Give-a-number with number words Give-a-number with number gestures Give-a-number with number words Give-a-number with number gestures Give-a-number with number words Give-a-number with number gestures Give-a-number with number words Give-a-number with number gestures

Questions & Answers

/three/

?

Any question ? Line.Vossius@uliege.be

Table 1. Results of the HLM conditional model of the performances with number gesture predicting the performance with number

words in ‘Give-a-Number’ task

Performances with number words

Fixed effects

Level 1: Prediction of the time-varying

fuctuation

· Performances with number gestures

0.36***

Level 2: Prediction of linear change

· Intercept of the slope

· Initial state of performances with number

gestures

1.79***

0.01

Deviance

576.37

*p <.05; **p <.01; ***p <.001

Table 1. Results of the HLM conditional models of finger gnosis, dissociation and coordination performances in ‘Give-a-Number’

task with number words and with number gestures.

Performances with

number words

Performances with

number gestures

Fixed effects

Level 1: Prediction of the

time-varying fuctuation

· Finger gnosis performances

· Dissociation performances

· Coordination performances

0.01

0.04**

0.03

0.007

0.04**

-0.06

Level 2: Prediction of linear change

· Intercept of the slope

· Initial level of finger gnosis

performance

· Initial level of dissociation

performance

· Initial level of coordination

performance

2.79***

0.03

0.17***

0.09

2.79***

0.03

0.08

-0.06

Deviance

668.36

673.84

*p < .05 ; **p < .01 ; ***p <.001

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