Reference : Project NUMTEST: Assessing basic number competence without language
Scientific congresses, symposiums and conference proceedings : Poster
Social & behavioral sciences, psychology : Neurosciences & behavior
Multilingualism and Intercultural Studies
http://hdl.handle.net/10993/32808
Project NUMTEST: Assessing basic number competence without language
English
Greisen, Max mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Hornung, Caroline mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Martin, Romain mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Schiltz, Christine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
8-Sep-2017
A0
No
No
International
Linguistic and cognitive influences on numerical cognition
from 8-9-2017 to 9-9-2017
Diagnostics and Cognitive Neuropsychology - Eberhard Karls Universität, Tübingen
Tübingen
Germany
[en] assessment ; mathematics ; tablet ; instructions ; dyscalculia ; diagnostics
[en] While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally valid diagnostic instruments are still lacking, as all current DD test batteries are based on language instructions. Consequently, their measurements are tightly linked to the specific language context of test administration and thus their results cannot easily be compared across countries. Here we are showing results of the first two pilot studies of a research project that aims to develop a test for basic math abilities that does not rely on language instruction and minimizes language use. To this aim, video and animation based instructions were implemented on touchscreen devices. A first version of the tasks has been tested with two samples of first grade children in Luxembourg’s fundamental schools, of which half completed the same tasks with traditional verbal instructions. Our results indicate that performance in the experimental group was similar or better than the control group using verbal instructions. Relationships between linguistic background and the sample’s performance on one hand and qualitative usability aspects of nonverbal task instruction and tablet-pc use with young children will be discussed.
Education, Culture, Cognition & Society (ECCS) > Institute of Cognitive Science and Assessment (COSA)
Fonds National de la Recherche - FnR
Researchers ; Professionals ; Students ; General public ; Others
http://hdl.handle.net/10993/32808
FnR ; FNR10099885 > Max Gilles Greisen > NUMTEST > Assessing Basic Number Competence Without Language Instructions > 01/01/2016 > 31/12/2018 > 2015

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