The importance of self-action and its considerable links with cognitive activity in childhood are known. For instance, in arithmetical cognition, 2-year-olds detected an impossible arithmetical outcome more accurately when they performed the operation themselves (actor mode) than when the experimenter presented it (onlooker mode). A key component in this domain concerns the understanding of the inversion principle between addition and subtraction. Complex operations can be solved without calculation by using an inversion-based shortcut (3-term problems of the form a+b-b must equal a). Some studies have shown that, around the age of 4, children implicitly use the inversion principle. However, little is known before the age of 4. Here, we examined the role of self-action in the development of this principle by preschool children. In the first experiment, 2-year-olds were confronted with inversion (1+1-1=1 or 2) and standard (3-1-1=1 or 2) arithmetical problems either in actor or onlooker mode. The results revealed that actor mode improved accuracy for the inversion problem, suggesting that self-action helps children use the inversion-based shortcut. These results were strengthened with another inversion problem (1-1+1=1 or 2) in a second experiment. Our data provide new support for the importance of considering self-action in early mathematics education.
Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function
