A Finger-Based Numerical Training Failed to Improve Arithmetic Skills in Kindergarten Children Beyond Effects of an Active Non-numerical Control Training.

ABSTRACT: It is widely accepted that finger and number representations are associated: many correlations (including longitudinal ones) between finger gnosis/counting and numerical/arithmetical abilities have been reported. However, such correlations do not necessarily imply causal influence of early finger-number training; even in longitudinal designs, mediating variables may be underlying such correlations. Therefore, we investigated whether there may be a causal relation by means of an extensive experimental intervention in which the impact of finger-number training on initial arithmetic skills was tested in kindergarteners to see whether they benefit from the intervention even before they start formal schooling. The experimental group received 50 training sessions altogether for 10 weeks on a dai

SUBMITTER: Schild U 

PROVIDER: S-EPMC7105809 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature