This dissertation examines how training on the iPad can improve children’s quantity recognition, and whether different types of training might be warranted for children with different levels of experience. Study 1 tested the effects of multiple exemplar training (3 cars / 3 apples / 3 ducks, etc.) versus single exemplar training (3 cars / 3 cars / 3 cars, etc.) in recognizing quantities. For children just learning to recognize quantities (0-2 knowers), training with multiple exemplars was most effective for quantities three and four. For 3-6 knower children, single exemplar training was most effective for learning quantities five and six. Study 2 tested the effects of using a training set with perceptually distinct dice-like arrangements versus linear arrangements of objects in the quantity recognition task. 0-2 knower children tended to choose the familiar arrangements which were shown in the training session (regardless of quantity), while 3-6 knowers could pick out the correct quantity regardless of arrangement. This result suggests that selecting the right type of training is important for facilitating children’s early number learning.
","abstract_html":"<p>This dissertation examines how training on the iPad can improve children’s quantity recognition, and whether different types of training might be warranted for children with different levels of experience. Study 1 tested the effects of multiple exemplar training (3 cars / 3 apples / 3 ducks, etc.) versus single exemplar training (3 cars / 3 cars / 3 cars, etc.) in recognizing quantities. For children just learning to recognize quantities (0-2 knowers), training with multiple exemplars was most effective for quantities three and four. For 3-6 knower children, single exemplar training was most effective for learning quantities five and six. Study 2 tested the effects of using a training set with perceptually distinct dice-like arrangements versus linear arrangements of objects in the quantity recognition task. 0-2 knower children tended to choose the familiar arrangements which were shown in the training session (regardless of quantity), while 3-6 knowers could pick out the correct quantity regardless of arrangement. This result suggests that selecting the right type of training is important for facilitating children’s early number learning.</p>","abstract_has_math":false,"creators":["Han, Arum"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Psychological Sciences","degree_department":null,"school":null,"contributors":["George Hollich","David J. Pupura","Sara A. Schmitt","Barbara A. Younger-Rossmann"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T03:54:09Z","subjects":["Psychology","Multiple exemplar training","Quantity recognition","iPad","Developmental Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://docs.lib.purdue.edu/open_access_dissertations/930","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["George Hollich","David J. Pupura","Sara A. Schmitt","Barbara A. Younger-Rossmann"]},{"key":"dc:creator","label":"Author","values":["Han, Arum"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychological Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology","Multiple exemplar training","Quantity recognition","iPad","Developmental Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://docs.lib.purdue.edu/open_access_dissertations/930"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation examines how training on the iPad can improve children’s quantity recognition, and whether different types of training might be warranted for children with different levels of experience. Study 1 tested the effects of multiple exemplar training (3 cars / 3 apples / 3 ducks, etc.) versus single exemplar training (3 cars / 3 cars / 3 cars, etc.) in recognizing quantities. For children just learning to recognize quantities (0-2 knowers), training with multiple exemplars was most effective for quantities three and four. For 3-6 knower children, single exemplar training was most effective for learning quantities five and six. Study 2 tested the effects of using a training set with perceptually distinct dice-like arrangements versus linear arrangements of objects in the quantity recognition task. 0-2 knower children tended to choose the familiar arrangements which were shown in the training session (regardless of quantity), while 3-6 knowers could pick out the correct quantity regardless of arrangement. This result suggests that selecting the right type of training is important for facilitating children’s early number learning.
"]},{"key":"dc:title","label":"Title","values":["How training set and prior knowledge affect preschoolers' perception of quantity and early number learning"]}]}],"canonical_facts":{"dc:contributor":["George Hollich","David J. Pupura","Sara A. Schmitt","Barbara A. Younger-Rossmann"],"dc:creator":["Han, Arum"],"dc:description.abstract":["This dissertation examines how training on the iPad can improve children’s quantity recognition, and whether different types of training might be warranted for children with different levels of experience. Study 1 tested the effects of multiple exemplar training (3 cars / 3 apples / 3 ducks, etc.) versus single exemplar training (3 cars / 3 cars / 3 cars, etc.) in recognizing quantities. For children just learning to recognize quantities (0-2 knowers), training with multiple exemplars was most effective for quantities three and four. For 3-6 knower children, single exemplar training was most effective for learning quantities five and six. Study 2 tested the effects of using a training set with perceptually distinct dice-like arrangements versus linear arrangements of objects in the quantity recognition task. 0-2 knower children tended to choose the familiar arrangements which were shown in the training session (regardless of quantity), while 3-6 knowers could pick out the correct quantity regardless of arrangement. This result suggests that selecting the right type of training is important for facilitating children’s early number learning.
"],"dc:identifier":["https://docs.lib.purdue.edu/open_access_dissertations/930"],"dc:subject":["Psychology","Multiple exemplar training","Quantity recognition","iPad","Developmental Psychology"],"dc:title":["How training set and prior knowledge affect preschoolers' perception of quantity and early number learning"],"thesis:degree_discipline":["Psychological Sciences"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T03:54:09Z"}