ABBABB or 1212: Abstract language facilitates children's early patterning skills

Mara E Flynn; Taylor P Guba; Emily R Fyfe

doi:10.1016/j.jecp.2019.104791

ABBABB or 1212: Abstract language facilitates children's early patterning skills

J Exp Child Psychol. 2020 May:193:104791. doi: 10.1016/j.jecp.2019.104791. Epub 2020 Jan 27.

Authors

Mara E Flynn¹, Taylor P Guba¹, Emily R Fyfe²

Affiliations

¹ Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.
² Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA. Electronic address: efyfe@indiana.edu.

PMID: 32001381
DOI: 10.1016/j.jecp.2019.104791

Abstract

Emerging research demonstrates a central role of early patterning skills in supporting cognitive development. This study focused on the labels used to describe patterns. Children (N = 90; M_age = 5.4 years) solved and explained 10 pattern abstraction tasks (i.e., recreated a model pattern using novel materials). Using a between-participants design, children were taught using one of four labels: letters (AAB, AAB), numbers (112, 112), quantitative grouping labels (two one, two one), or no labels (this part, this part). All three forms of abstract language were beneficial relative to no labels. Grouping labels, which conveyed information about quantity, also aided performance on posttest items. Children's speech and gesture provided further insights into how abstract language may support early patterning skills and attention to structure.

Keywords: Abstract Labels; Cognitive Development; Gesture; Patterning; Relational Reasoning; Self Explanation.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
Child Development / physiology*
Child, Preschool
Concept Formation / physiology*
Female
Humans
Language*
Male
Pattern Recognition, Visual / physiology*