Cross-Dimensional Mapping of Number, Length and Brightness by Preschool Children

Human adults in diverse cultures, children, infants, and non-human primates relate number to space, but it is not clear whether this ability reflects a specific and privileged number-space mapping. To investigate this possibility, we tested preschool children in matching tasks where the dimensions of number and length were mapped both to one another and to a third dimension, brightness. Children detected variation on all three dimensions, and they reliably performed mappings between number and length, and partially between brightness and length, but not between number and brightness. Moreover, children showed reliably better mapping of number onto the dimension of length than onto the dimension of brightness. These findings suggest that number establishes a privileged mapping with the dimension of length, and that other dimensions, including brightness, can be mapped onto length, although less efficiently. Children's adeptness at number-length mappings suggests that these two dimensions are intuitively related by the end of the preschool years

You made him be alive: Children’s perceptions of animacy in a humanoid robot

Social robots are becoming more sophisticated; in many cases they offer complex, autonomous interactions, responsive behaviors, and biomimetic appearances. These features may have significant impact on how people perceive and engage with robots; young children may be particularly influenced due to their developing ideas of agency. Young children are considered to hold naive beliefs of animacy and a tendency to mis-categorise moving objects as being alive but, with development, children can demonstrate a biological understanding of animacy. We experimentally explore the impact of children’s age and a humanoid’s movement on children’s perceptions of its animacy. Our humanoid’s behavior varied in apparent autonomy, from motionless, to manually operated, to covertly operated. Across conditions, younger children rated the robot as being significantly more person-like than older children did. We further found an interaction effect: younger children classified the robot as significantly more machine-like if they observed direct operation in contrast observing the motionless or apparently autonomous robot. Our findings replicate field results, supporting the modal model of the developmental trajectory for children’s understanding of animacy. We outline a program of research to both deepen the theoretical understanding of children’s animacy beliefs and develop robotic characters appropriate across key stages of child development

Impact of High Mathematics Education on the Number Sense

In adult number processing two mechanisms are commonly used: approximate estimation of quantity and exact calculation. While the former relies on the approximate number sense (ANS) which we share with animals and preverbal infants, the latter has been proposed to rely on an exact number system (ENS) which develops later in life following the acquisition of symbolic number knowledge. The current study investigated the influence of high level math education on the ANS and the ENS. Our results showed that the precision of non-symbolic quantity representation was not significantly altered by high level math education. However, performance in a symbolic number comparison task as well as the ability to map accurately between symbolic and non-symbolic quantities was significantly better the higher mathematics achievement. Our findings suggest that high level math education in adults shows little influence on their ANS, but it seems to be associated with a better anchored ENS and better mapping abilities between ENS and ANS

A fun-accuracy trade-off in game-based learning

The present paper illustrates that the game-based implementation of a learning task - here to train basic math skills - entails benefits with strings attached. We developed a game for learning math with its core element based on the number line estimation task. In this task, participants have to indicate the position of a target number on a number-line, which is thought to train basic numerical skills. Participants completed both the game on a mobile device and a conventional paper-pencil version of the task. They indicated to have significantly more fun using the game-based environment. However, they also made considerably higher estimation errors in the game compared to the paper-pencil version. In this case, more fun in a math-learning task was ultimately bought at the expense of lower reliability, namely lowered accuracy of estimations in the learning game. This fun-accuracy trade-off between adding elements for enjoyment and clarity of content is discussed together with the consequences for game-design.acceptedVersionPeer reviewe

You made him be alive: Children’s perceptions of animacy in a humanoid robot

Social robots are becoming more sophisticated; in many cases they offer complex, autonomous interactions, responsive behaviors, and biomimetic appearances. These features may have significant impact on how people perceive and engage with robots; young children may be particularly influenced due to their developing ideas of agency. Young children are considered to hold naive beliefs of animacy and a tendency to mis-categorise moving objects as being alive but, with development, children can demonstrate a biological understanding of animacy. We experimentally explore the impact of children’s age and a humanoid’s movement on children’s perceptions of its animacy. Our humanoid’s behavior varied in apparent autonomy, from motionless, to manually operated, to covertly operated. Across conditions, younger children rated the robot as being significantly more person-like than older children did. We further found an interaction effect: younger children classified the robot as significantly more machine-like if they observed direct operation in contrast observing the motionless or apparently autonomous robot. Our findings replicate field results, supporting the modal model of the developmental trajectory for children’s understanding of animacy. We outline a program of research to both deepen the theoretical understanding of children’s animacy beliefs and develop robotic characters appropriate across key stages of child development