This study presents a patterning intervention for 5-year-olds, who were in their third year of preschool in Flanders (Belgium), with two key elements: A focus on the structure of patterns, and the inclusion of growing patterns (e.g., ABAABAAAB) in addition to repeating patterns (e.g., ABABAB). We evaluated the impact of this intervention on patterning and numerical ability in a quasi-experimental pretest-intervention-posttest design with a business-as-usual control group. The intervention consisted of a 20 week program with children in the patterning condition receiving weekly 30 min of patterning activities. After the intervention, the patterning group (n = 73) outperformed the control group (n = 74) on both repeating and growing patterns. We observed no transfer effect to children's numerical ability.

这项研究提出了一项针对五岁儿童的模式干预措施，这些人在比利时佛兰德州学龄前的第三年，主要有两个要素：关注模式的结构以及包括成长模式（例如，ABAABAAAB） ）以及重复模式（例如ABABAB）。我们评估了干预措施对模式和数值能力的影响，该研究在常规实验对照组的准实验前测试-干预-后测试设计中进行。干预包括一个为期20周的计划，其中有处于构图状态的儿童每周接受30分钟的构图活动。干预后，图案组（n ​​= 73）在重复和生长模式上均优于对照组（n = 74）。我们没有观察到转移对儿童数字能力的影响。