1. Brooke McDowell and Yeshim Iqbal

2.  Two Core Systems of Numbers Parallel individuation Precisely keeping track of discrete objects “Cracker Study” (Feigenson, Carey, and Hauser 2002)  Limited to small numbers of crackers Analog magnitude Keeping track of approximations  Spelke and Xu (2000) habituation paradigm Ratio identification in infants Feigenson, L., Dehaene, S. and Spelke, E. (2004). Core Systems of Numbers. TRENDS in Cognitive Sciences, 8 (7), 307 - 314

3.  Huang, Spelke and Snedeker (2010)  What is a knower-level?  Diagnosis of Knower-Level Two-Knower Three-Knower Four-Knower / CP-Knower  Training based on Knower-Level Teach Two-Knowers Three Teach Three-Knowers Four No work done with Four-Knowers / CP-Knowers  Results: Two-knowers learned three with familiar animals while three-knowers learned four with novel animals and objects

4. -“Teaching Three/Four” – Can we duplicate the findings of Huang, Spelke and Snedeker (2010)? - “Teaching Ten” - Can we teach CP-knowers to identify an approximation of the number ten?

5. Subjects: LDS Database 3- and 4-year olds Four Portions  “Counting Game” - Numeric elicitation -“Give-N” Task  “Guessing Game” - Ratios: 3 vs 10, 5 vs 10, 7 vs 10, 15 vs 10, 20 vs 10, 30 vs 10 - Criteria: passing 5/6 or 6/6 in two consecutive practice rounds - Previous Experiment (One Practice Round)  Demonstration and Video Clip

7.  Improvement: Extrapolation to novel animals  Set size is small (n=7) 10 more kids ideal  Purpose of the experiment and variability in texting conditions

9. Conclusion  Unable to learn 10  Extension of the experiment – more thorough training

11.  Conclusion  Failure  Multiple Causes

13.  Conclusion  Failure  Other factors contributing to failure?

14.  Le Corre and Carey (2010)  “Fast Cards” for 4 year olds  “Mapper” vs. “Non-Mapper” Graphs  Link Between “Mapper” and Success in “Teaching Ten”?

15. Non-MapperMapper

16.  Comparison of TT2 pass/failure to “mapper ability”  Results: MappersNon-Mappers 4/5 2/53/5 2/5

17.  There is no link between mapping ability and “Teaching Ten” success rate  Implications?

18.  Personalizing study to fit a child’s attention span  Additional ways to reinforce teaching ten?