Invited Talk
There’s Nothing So Practical As a Good Theory
| Chair:
Robert S. Siegler
[Email Presenter]
Carnegie Mellon University |
Theoretical analyses suggest that playing linear numerical board games should enhance young children’s numerical knowledge. Consistent with this analysis, playing such a game for four 15-minute sessions increased low-income, urban preschoolers’ proficiency on four essential numerical tasks. The gains remained present nine weeks later and were equally strong for African-American and Caucasian children.
2010 Program Committee
Tyler S. Lorig, Washington and Lee University (Chair); Nalini Ambady, Tufts University; Abigail Baird, Vassar College; Sian Beilock, University of Chicago; Daniel Klein, State University of New York, Stony Brook; Richard Lewis, Pomona College; Kris Preacher, University of Kansas; Deidra Schleicher, Purdue University; Timothy Strauman, Duke University; Tracy Zinn, James Madison University