THE EFFECTS OF NUMBER CUES AND REWARD ON PRE-SCHOOL CHILDREN'S PERFORMANCE IN A RELATIVE NUMBER JUDGMENT TASK

Abstract

The role of number cues in preschool children's relative number judgment was investigated in a 2 x 2 factorial design. Eighty three-year-olds viewed two simultaneously presented arrays of stickers that differed in number. Half of the participants viewed arrays in which the longer array was the more numerous (Length type arrays) while the other half viewed arrays in which the denser array was the more numerous (Density type arrays). They were initially trained to choose either the more numerous array or the less numerous array using a discrimination learning paradigm and subsequently tested on both length type and density type transfer trials. The children responded relationally based on number on both transfer trials, showing that they possess a concept of relative numerosity which can only be expressed in the presence of consistent number cues. In addition, a number cue x reward interaction indicates that the length cue is more salient to children only when they were required to choose the more numerous array. The children also demonstrated a preference for the more numerous array.