Check out our recent publications and presentations on this topic.
We recently presented at the Cognitive Development Society in Portland, OR! Check out our posters below:
Our lab manager, Raychel Gordon presented a poster on her work on using gesture to solve mathematical tasks. You can check out her poster here!
We have pre-prints available of the following papers (under review or revision). Please email us (BCcognition@bc.edu) if you’d like a copy:
- Framing arithmetic problems as social sharing scenarios improves division understanding
- Parent-child conversation in the context of resource distribution scenarios
Check out our most recently published papers!
- Explaining moral hypocrisy: Numerical cognition promotes equal sharing behavior in preschoolers. Developmental Science. Email for a free copy.
- This study investigated why younger children are less prone than older children are to sharing fairly. In the first study, children were give stickers and told they could share some of them with another individual that didn’t have any. They were then assessed on their numerical cognition (counting skills). We found that their counting skills, not their age, predicted their tendency to share resources equally (give everyone half). That is – children who were better counters – were also better sharers and were more fair towards others. In a second study, we investigated whether numerical cognition would similarly predict children’s understanding of the social norm of fairness. We found that it does not – children generally became more aware of the norm as they got older, but not as they gained counting skills. These results suggest that learning norms is related to getting older, but being able to act on those norms is related to acquiring counting skills.
- Numerical cognition explains age-related changes in third-party fairness. Developmental Psychology. Email for a free copy.
- This study asked children to share some toys between two puppets. They were then assessed on their numerical cognition (number knowledge). As children got older, they became better at sharing toys fairly. But, this shift between sharing unfairly to sharing fairly was not explained not by age alone, but by their developing number knowledge. These results suggest that as children gain cognitive skills such as numerical cognition, they become more capable of solving social problems such as sharing fairly.
Check out our Cognitive Science proceedings summarizing our newest work on this topic:
- Our Fall 2017 Newsletter is now available! Read about our latest findings. Our past newsletters may be downloaded here:
Upcoming Talks, Presentations, and Public Appearances:
- Our lab manager will be presenting her work on gesture and numerical learning at the International Society for Gesture Studies conference in Cape Town, South Africa on July 4-6. Check back here for details on the date and time of her poster.