Development of Early Mathematics
Steven Piantadosi, Professor
Psychology
Applications for Spring 2025 are closed for this project.
We are currently working on a series of studies that use behavioral methods to research mathematical development in children.
These studies investigate: 1) the relationship between early mathematics and attention; and 2) the development of algorithmic reasoning in early mathematics. They are funded by the NSF’s Division of Research on Learning in Formal and Informal Settings.
1) Early number competence during childhood is associated with mathematical achievement. Additionally, other cognitive capacities, such as working memory and executive function, likely play a role in the development of early number competence. While it is known that these cognitive abilities develop in parallel, little work has mechanistically linked growth in children’s cognitive abilities to early mathematics. This study will specifically investigate questions like: How do attention and visual working memory capacity shape early mathematics in children? Are we underestimating number knowledge for everyone because of the attentional demands of counting tasks?
2) Mathematical skills often incorporate algorithmic thinking because they frequently require learning, following, and conceptualizing a well-defined sequence of steps. Although we know that algorithms play an important role in early mathematics, we lack answers to basic questions about algorithmic cognition itself. This includes questions regarding how children reason about algorithms, for example, how they revise and edit algorithms to achieve specific goals, such as efficiency. This study will specifically investigate questions like: How do children reason about algorithms and their semantics? How do children use that information to improve already acquired algorithms? We will address these questions through playing a simple algorithmic game with children during our study.
Please also fill out this additional form if you are applying: https://forms.gle/JzMzp8zxZS98ax787
Role: Responsibilities will include running behavioral experiments with children ages 2-8 in the lab and at other testing sites. Additionally, duties may include participant recruitment, collecting, organizing, and coding data, and assisting with administrative tasks. RAs may meet regularly with the project team to discuss relevant theoretical and empirical papers in addition to maintaining open communication on study progress. RAs will be involved in multiple aspects of the research project, which will allow them to gain insight into the research process.
Qualifications: We expect that RAs are organized, dependable, communicative, and work diligently. RAs must have decent computer literacy and be willing to learn about the various software applications and online platforms used by the lab. No previous research experience is required, but experience working with children and parents is preferred. RAs must be willing to travel (car not required) to museums and other testing sites that are off-campus. Preference will be given to applicants who have availability on Saturday and/or Sunday to collect data on some weekends. We ask that RAs commit to two semesters working in the lab.
Day-to-day supervisor for this project: Sarah Sommer, Staff Researcher
Hours: 9-11 hrs
Off-Campus Research Site: 2121 Berkeley Way, Berkeley, CA
Related website: http://colala.berkeley.edu
Education, Cognition & Psychology