Our study on 328 five- to six-year-old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre-test to post-test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, ${\eta }_{\mathrm{p}}^2$ = .15). This result was replicated on a much smaller scale (37 five- to six-year-olds, mainly White European, 22 girls) but in more controlled setup and was further replicated with an active control group (84 five- to six-year-olds, mainly White European, 37 girls). Therefore, we demonstrate here for the first time that training finger counting constitutes a highly effective method to improve kindergarteners' arithmetic performance.

中文翻译：

---

手指计数训练提高幼儿园儿童的附加表现


我们对 328 名 5 至 6 岁幼儿园儿童（主要是居住在法国的欧洲白人，152 名女孩）的研究表明，与被动对照组（39.6% 至 47.8%）相比，不数手指数头并接受手指数数训练的儿童从前测到后在加法技能方面表现出显着提高（即准确率从 37.3% 到 77.1%）（p < .001， ${\eta }_{\mathrm{p}}^2$ = .15）。这一结果在更小的规模上复制（37 名 5 至 6 岁儿童，主要是欧洲白人，22 名女孩），但在更受控的环境中，并通过主动对照组（84 名 5 至 6 岁儿童，主要是欧洲白人，37 名女孩）进一步复制。因此，我们在这里首次证明，训练手指计数是提高幼儿园儿童算术成绩的高效方法。