Please use this identifier to cite or link to this item: http://dx.doi.org/10.23668/psycharchives.4742
Full metadata record
DC FieldValueLanguage
dc.rights.licenseCC-BY 4.0
dc.contributor.authorChristodoulou, Joan
dc.contributor.otherMetalab
dc.date.accessioned2021-03-26T14:15:46Z-
dc.date.available2021-03-26T14:15:46Z-
dc.date.issued2021-03-26
dc.identifier.citationChristodoulou, J. (2021). Simple Arithmetic Competences. PsychOpen CAMA. https://doi.org/10.23668/PSYCHARCHIVES.4742en
dc.identifier.urihttps://hdl.handle.net/20.500.12034/4189-
dc.identifier.urihttp://dx.doi.org/10.23668/psycharchives.4742-
dc.description.abstractStandardized 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
dc.description.abstractWynn’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
dc.language.isoeng
dc.publisherPsychOpen CAMA
dc.relation.isreferencedbyhttps://doi.org/10.1037/dev0000330
dc.relation.urihttps://doi.org/10.1037/dev0000330
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subject.ddc150
dc.titleSimple Arithmetic Competencesen_US
dc.typeresearchData
dc.description.reviewpeerReviewed
Appears in Collections:Research Data

Files in This Item:
File Description SizeFormat 
CAMA_Math.csv3,84 kBCSVDownload
Codebook_Arithmetics.pdf125,38 kBAdobe PDF Preview PDF Download


This item is licensed under a Creative Commons License Creative Commons