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Learning the names of geometric shapes is at the intersection of early spatial, mathematical, and language skills, all important for school-readiness and predictors of later abilities in science, technology, engineering, and mathematics (STEM). We investigated whether socioeconomic status (SES) influenced children’s processing of shape names and whether differences in processing were predictive of later spatial skills. 3-year-olds (N = 79) with mothers of varying education levels participated in an eye-tracking task that required them to look at named shapes. Lower-SES children took longer to fixate target shapes and spent less time looking at them than higher-SES children. Gaze variables measured at age 3 were predictive of spatial skills measured at age 5 even though the spatial measures did not require shape-related vocabulary. Early efficiency in the processing of shape names may contribute to the development of a foundation for spatial learning in the preschool years.

Languages are often categorized as having either predictable (fixed or quantity-sensitive) or non-predictable stress. Despite their name, fixed stress languages may have exceptions, so in fact, their stress does not always appear in the same position. Since predictability has been shown to affect certain speech phenomena, with additional or redundant acoustic cues being provided when the linguistic content is less predictable (e.g., Smooth Signal Redundancy Hypothesis), we investigate whether, and to what extent, the predictability of stress position affects the manifestation of stress in different languages. We examine the acoustic properties of stress in three languages classified as having fixed stress (Turkish, French, Armenian), with exceptions, and in one language with non-predictable-stress, Brazilian Portuguese. Specifically, we compare the manifestation of stress in the canonical stress (typically "fixed") position with its manifestation in the noncanonical (exceptional) position, where it would potentially be less predictable. We also compare these patterns with the manifestation of stress in Portuguese, in both the "default" penultimate and the less common final position. Our results show that stress is manifested quite similarly in canonical and non-canonical positions in the "fixed" stress languages and stress is most clearly produced when it is least predictable.

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Mental Abacus (MA) is a popular arithmetic technique in which students learn to solve math problems by visualizing a physical abacus structure. Prior studies conducted in Asia have found that MA can lead to exceptional mathematics achievement in highly motivated individuals, and that extensive training over multiple years can also benefit students in standard classroom settings. Here we explored the benefits of shorter-term MA training to typical students in a US school. Specifically, we tested whether MA (1) improves arithmetic performance relative to a standard math curriculum, and (2) leads to changes in spatial working memory, as claimed by several recent reports. To address these questions, we conducted a one-year, classroom-randomized trial of MA instruction. We found that first-graders students struggled to achieve abacus expertise over the course of the year, while second-graders were more successful. Neither age group showed a significant advantage in cognitive abilities or mathematical computation relative to controls, although older children showed some hints of an advantage in learning place-value concepts. Overall, our results suggest caution in the adoption of MA as a short-term educational intervention.