Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics-Reference-Cited by-同舟云学术

Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics

Published:2017-07-07 Issue:6346 Volume:357 Page:47-55
ISSN:0036-8075
Container-title:Science
language:en
Short-container-title:Science

Author:

Dillon Moira R.¹^ORCID,Kannan Harini²,Dean Joshua T.³^ORCID,Spelke Elizabeth S.¹^ORCID,Duflo Esther²³^ORCID

Affiliation:

1. Department of Psychology, Harvard University, Cambridge, MA, USA.

2. Abdul Latif Jameel Poverty Action Lab South Asia, New Delhi, India.

3. Department of Economics, Massachusetts Institute of Technology, Cambridge, MA, USA.

Abstract

Developing curricula for developing countries Many children in developing countries grow up in economically poor environments and often also suffer from poorly performing educational systems. Dillon et al. designed inexpensive, locally sourced games—five for mathematics and five for social cognition—for use in preschools in Delhi. They measured the effects of these interventions 3, 9, and 15 months later. Compared with those who played social games, the kids who played math games showed enhanced performance on both nonsymbolic and symbolic math assessments at the 3-month time point. However, only the nonsymbolic improvements persisted for as long as a year. Science , this issue p. 47

Funder

National Science Foundation

UBS Optimus Foundation

Mind, Brain, and Behavior Initiative at Harvard University

Foundations of Human Behavior Program at Harvard University

Publisher

American Association for the Advancement of Science (AAAS)

Subject

Multidisciplinary

Reference91 articles.

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5. K. Muralidharan Field experiments in education in developing countries. in Handbook of Field Experiments E. Duflo A. Banerjee Eds. (Elsevier 2017) pp. 323–385.

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