Simple Arithmetic Competences
Author(s) / Creator(s)
Christodoulou, Joan
Other kind(s) of contributor
Metalab
Abstract / Description
Standardized CAMA dataset based on: Christodoulou, J., Lac, A., & Moore, D. S. (2017). Babies and math: A meta-analysis of infants’ simple arithmetic competence. Developmental Psychology, 53(8), 1405–1417. https://doi.org/10.1037/dev0000330
Wynn’s (1992) seminal research reported that infants looked longer at stimuli representing “incorrect” versus “correct” solutions of basic addition and subtraction problems and concluded that infants have innate arithmetical abilities. Since then, infancy researchers have attempted to replicate this effect, yielding mixed findings. The present meta-analysis aimed to systematically compile and synthesize all of the primary replications and extensions of Wynn (1992) that have been conducted to date. The synthesis included 12 studies consisting of 26 independent samples and 550 unique infants. The summary effect, computed using a random-effects model, was statistically significant, d = +0.34, p < .001, suggesting that the phenomenon Wynn originally reported is reliable. Five different tests of publication bias yielded mixed results, suggesting that while a moderate level of publication bias is probable, the summary effect would be positive even after accounting for this issue. Out of the 10 metamoderators tested, none were found to be significant, but most of the moderator subgroups were significantly different from a null effect. Although this meta-analysis provides support for Wynn’s original findings, further research is warranted to understand the underlying mechanisms responsible for infants’ visual preferences for “mathematically incorrect” test stimuli.
Persistent Identifier
Date of first publication
2021-03-26
Publisher
PsychOpen CAMA
Is referenced by
Citation
Christodoulou, J. (2021). Simple Arithmetic Competences. PsychOpen CAMA. https://doi.org/10.23668/PSYCHARCHIVES.4742
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CAMA_Math.csvCSV - 3.93KBMD5: 20532bc5b5c42874702beee2918936bc
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Codebook_Arithmetics.pdfAdobe PDF - 128.39KBMD5: fdebb6c333b4c7e49a6a3da5a21a1b1e
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There are no other versions of this object.
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Author(s) / Creator(s)Christodoulou, Joan
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Other kind(s) of contributorMetalab
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PsychArchives acquisition timestamp2021-03-26T14:15:46Z
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Made available on2021-03-26T14:15:46Z
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Date of first publication2021-03-26
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Abstract / DescriptionStandardized CAMA dataset based on: Christodoulou, J., Lac, A., & Moore, D. S. (2017). Babies and math: A meta-analysis of infants’ simple arithmetic competence. Developmental Psychology, 53(8), 1405–1417. https://doi.org/10.1037/dev0000330en_US
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Abstract / DescriptionWynn’s (1992) seminal research reported that infants looked longer at stimuli representing “incorrect” versus “correct” solutions of basic addition and subtraction problems and concluded that infants have innate arithmetical abilities. Since then, infancy researchers have attempted to replicate this effect, yielding mixed findings. The present meta-analysis aimed to systematically compile and synthesize all of the primary replications and extensions of Wynn (1992) that have been conducted to date. The synthesis included 12 studies consisting of 26 independent samples and 550 unique infants. The summary effect, computed using a random-effects model, was statistically significant, d = +0.34, p < .001, suggesting that the phenomenon Wynn originally reported is reliable. Five different tests of publication bias yielded mixed results, suggesting that while a moderate level of publication bias is probable, the summary effect would be positive even after accounting for this issue. Out of the 10 metamoderators tested, none were found to be significant, but most of the moderator subgroups were significantly different from a null effect. Although this meta-analysis provides support for Wynn’s original findings, further research is warranted to understand the underlying mechanisms responsible for infants’ visual preferences for “mathematically incorrect” test stimuli.en_US
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Review statuspeerReviewed
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CitationChristodoulou, J. (2021). Simple Arithmetic Competences. PsychOpen CAMA. https://doi.org/10.23668/PSYCHARCHIVES.4742en
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/4189
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.4742
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Language of contenteng
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PublisherPsychOpen CAMA
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Is referenced byhttps://doi.org/10.1037/dev0000330
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Is related tohttps://doi.org/10.1037/dev0000330
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Dewey Decimal Classification number(s)150
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TitleSimple Arithmetic Competencesen_US
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DRO typeresearchData