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Children's Acquisition of a Novel Mathematical Relation from Images of Simple versus Rich Objects

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Title: Children's Acquisition of a Novel Mathematical Relation from Images of Simple versus Rich Objects
Language: English
Authors: Jennifer A. Kaminski (ORCID 0000-0002-9069-379X), Vladimir M. Sloutsky
Source: Early Childhood Education Journal. 2026 54(4):2691-2702.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Mathematics Education, Young Children, Learning Processes, Visual Stimuli, Knowledge Level, Novelty (Stimulus Dimension), Eye Movements, Behavior, Responses, Interference (Learning), Mathematical Concepts, Concept Formation, Mathematical Logic, Kindergarten
DOI: 10.1007/s10643-025-02058-8
ISSN: 1082-3301
1573-1707
Abstract: The present study examined children's learning and transfer of a non-symbolic mathematical relation from displays of either rich, colorful, familiar objects or simple, generic objects. The results demonstrate that 5-year-old children who learned with rich displays were less able to transfer relational knowledge to displays involving novel objects than those who learned with simple displays. An examination of 5-year-olds' eye gaze behaviour in a same/different judgment task suggests that images of rich objects result in less efficient behaviour than images of simple objects. Participants looked longer at object features and were slower responding on questions with rich objects than on questions with simple objects. Furthermore, participants who learned with rich objects were either less accurate or slower on subsequent questions than their counterparts who learned with simple objects. These findings suggest that for young children, rich, colorful objects may hinder transfer of a simple non-symbolic mathematical relation by pulling attention to salient object features.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1509963
Database: ERIC
FullText Text:
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The present study examined children's learning and transfer of a non-symbolic mathematical relation from displays of either rich, colorful, familiar objects or simple, generic objects. The results demonstrate that 5-year-old children who learned with rich displays were less able to transfer relational knowledge to displays involving novel objects than those who learned with simple displays. An examination of 5-year-olds' eye gaze behaviour in a same/different judgment task suggests that images of rich objects result in less efficient behaviour than images of simple objects. Participants looked longer at object features and were slower responding on questions with rich objects than on questions with simple objects. Furthermore, participants who learned with rich objects were either less accurate or slower on subsequent questions than their counterparts who learned with simple objects. These findings suggest that for young children, rich, colorful objects may hinder transfer of a simple non-symbolic mathematical relation by pulling attention to salient object features.
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