Abstract
The characteristics of effective numerical trainings are still under scientific debate. Given the importance of number line estimation due to the strong relation between task performance and arithmetic abilities, the current study aimed at training one important number line characteristic: the equidistant spacing of adjacent numbers. Following an embodied training approach, second-graders were ...
Abstract
The characteristics of effective numerical trainings are still under scientific debate. Given the importance of number line estimation due to the strong relation between task performance and arithmetic abilities, the current study aimed at training one important number line characteristic: the equidistant spacing of adjacent numbers. Following an embodied training approach, second-graders were trained using a randomized crossover design to divide a presented line into different numbers of equal segments by walking the line with equally spaced steps. Performance was recorded, and feedback as to the correct equidistant spacing was provided using the Kinect sensor system. Training effects were compared to a control training with no involvement of task-specific whole-body movements. Results indicated more pronounced specific training effects after the embodied training. Moreover, transfer effects to number line estimation and arithmetic performance were partially observed. In particular, differential training effects for bounded versus unbounded number line estimation corroborate the assumption that not only bodily experiences but also the need for a flexible adaption of the perspective on the training material might influence training success. Hence, more pronounced training effects of the embodied training might stem from different cognitive processes involved.
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