ABBABB or 1212: Abstract language facilitates children’s early patterning skills

Abstract

Emerging research demonstrates a central role of early patterning skills in supporting cognitive development. This study focused on the labels used to describe patterns. Ninety children (M age = 5.4 years) solved and explained ten pattern abstraction tasks (i.e., recreated a model pattern using novel materials). Using a between-subjects design, children were taught using one of four labels: letters (AAB, AAB), numbers (112, 112), quantitative grouping labels (two one, two one), or no labels (this part, this part). All three forms of abstract language were beneficial relative to no labels. Grouping labels, which conveyed information about quantity, also aided performance on posttest items. Children’s speech and gesture provided further insights into how abstract language may support early patterning skills and attention to structure.