Does Virtual Counting Count for Babies? Evidence From an Online Looking Time Study

• Published in: Developmental psychology 2023-04, Vol.59 (4), p.669-675
• Main Author: Wang, Jinjing (Jenny)
• Format: Article
• Language: English
• Subjects: Animation; Attention; Child, Preschool; Computation; Counting; Cross-Sectional Studies; Female; Home Environment; Human; Humans; Infant; Infant Development; Infants; Male; Mathematical Ability; Memory; Mind; Number Comprehension; Observation; Preschool children; Preschool Education; Program Effectiveness; Short Term Memory; Stimuli; Time and Motion Studies; Time study; Toddlers; Tracking; United States; Video Technology
• ISSN: 0012-1649; 1939-0599
• DOI: 10.1037/dev0001478

Infants who receive better counting input at home tend to become toddlers with better number knowledge in preschool. However, for many children, in-person counting experience is not always available, despite educational media becoming increasingly prevalent. Might virtual counting experience benefit the young mind? Using a novel online looking time paradigm, a cross-sectional sample of 14- to 19-month-old infants' (United States; N = 81; 35 females; 64% White; within-subject design) ability to keep track of objects presented on screen was measured. We found that infants were significantly more likely to detect a change in numerical quantity after watching the objects being pointed at and counted by an animated hand compared with when there was no counting. These findings provide initial evidence for numerical cognitive benefits from counting video relative to a no counting baseline before the second birthday. Public Significance Statement The current study provides initial evidence for infants' memory benefit from watching counting videos relative to a no counting baseline. These results set the stage for longitudinal investigations of the effects of media on numerical development and harnessing media technology to close the gaps in in-person learning experiences during early childhood.