INVESTIGADORES
LOZADA Mariana
artículos
Título:
Enactive Experience Promotes Early Number Understanding: A Study with 3-year-old Children
Autor/es:
VERONICA COCCOZ; LOZADA, MARIANA; ANALIA SALSA; NORA SCHEUER
Revista:
COGNITIVE PSYCHOLOGY
Editorial:
ACADEMIC PRESS INC ELSEVIER SCIENCE
Referencias:
Lugar: Amsterdam; Año: 2019
ISSN:
0010-0285
Resumen:
We investigated the hypothesisthat embodied action improves early numerical cognition and learning by meansof an experimental study with young children. The influence of children?senactive participation was analysed in a playful situation that posed differentnumber-related tasks regarding quantities 1 to 5. Participants were 443-year-old children who were randomly assigned to one of two conditions:Enaction or Observation. In the Enaction group, children were encouraged toestablish a direct contact with the playful materials, while in the Observationgroup they were encouraged to observe the demonstrations by the experimenter.Participants in both conditions started from a similar baseline quantificationperformance; however, the Enaction group systematically outperformed theObservation group across number tasks. This was so both when overallperformance was compared and when fine-grained analyses by magnitude withintasks were conducted. These robust findings point at the beneficial impact ofenactive experience for initial number understanding.
