Although math skills are considered notoriously hard to improve, Johns Hopkins University researchers boosted kindergarteners’ arithmetic performance simply by exercising their intuitive number sense with a quick computer game.
Recent news from The Johns Hopkins University
This section contains regularly updated highlights of the news from around The Johns Hopkins University. Links to the complete news reports from the nine schools, the Applied Physics Laboratory and other centers and institutes are to the left, as are links to help news media contact the Johns Hopkins communications offices.
Infants have innate knowledge about the world and when their expectations are defied, they learn best, researchers at Johns Hopkins University found.
Lisa Feigenson, a Johns Hopkins University researcher, who specializes in cognition and memory in humans as early as infancy, is a recipient of the National Academy of Sciences 2015 Troland Research Award.
Millions of high school and college algebra students are united in a shared agony over solving for x and y, and for those to whom the answers don’t come easily, it gets worse: Most preschoolers and kindergarteners can do some algebra before even entering a math class.
We accept that some people are born with a talent for music or art or athletics. But what about mathematics? Do some of us just arrive in the world with better math skills than others? It seems we do, at least according to the results of a study by a team of Johns Hopkins University psychologists. Led by Melissa Libertus, a post-doctoral fellow in the Department of Psychological and Brain Sciences at the Krieger School of Arts and Sciences, the study – published online in a recent issue of Developmental Science – indicates that math ability in preschool children is strongly linked to their inborn and primitive “number sense,” called an “Approximate Number System” (ANS.)