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Karen Wynn
Karen Wynn is an artist and a Canadian and American Yale University Professor Emerita of psychology and cognitive science. She was born in Austin, Texas, and grew up on the Canadian prairies in Regina, Saskatchewan. Her research explores the cognitive capacities of infants and young children. She directed for over 3 decades the Infant Cognition Laboratory, first in the Psychology Department at the University of Arizona, and then in the Psychology Department at Yale University.
Wynn received her Bachelor of Arts in psychology from McGill University, and her PhD in cognitive science from the Massachusetts Institute of Technology. Her first faculty position was at the University of Arizona. She joined the Yale University Psychology Department in 1999.
Karen Wynn is known for her pioneering work on infants' and children's early numerical cognition. The first of her many influential research studies on this topic, published in the scientific journal Nature in 1992, reported that five-month-old human infants are able to compute the outcomes of simple addition and subtraction operations on small sets of physical objects.
Thirty-two five-month-old infants participated in the first experiment reported in the Nature article. Infants were randomly assigned to two-groups ('1+1' and '2-1'). In the 1+1 condition, infants were presented with a single doll. The object was then hidden from view by a small screen. An experimenter brought a second identical doll into the infant's view, and then placed it behind the screen (out of the infant's sight). In the 2-1 condition, a similar procedure occurred. The infant was presented with two dolls, which were then hidden from view by a screen. The experimenter removes one of the objects within the sight of the infant. In both conditions, the set-up was designed so that the infants would witness a mathematical operation being performed (either addition or subtraction), but would not be able to see the final result. For both groups, after this sequence was complete, the screen was removed to reveal either one or two objects. This process was repeated six times for each infant, alternating between one-item and two-item final displays. Looking time (the amount of time that the infant remained visually fixated on an object while remaining attentive to the display) was measured.
The expected results of this experiment follow the theory of violation of expectations, that infants will look for a longer period of time at unexpected events than expected ones. Wynn hypothesized that if infants had the ability to compute numbers, they should look at the incorrect results longer than the correct results. Wynn found that infants in the 1+1 group looked longer when one item was shown as a final result (when the math implied that 1+1=1) than when two items were shown (1+1=2). Infants in the 2-1 group did the reverse, looking longer at the display with two items (2-1=2) than the display with one item (2-1=1). In another experiment within the study, in which infants were presented with 1+1 = 2 or 3, Wynn found that infants looked longer at three objects, the impossible outcome, rather than the two-object display.
These results indicated that infants are capable of performing simple numerical operations. Wynn has suggested that humans, along with many other animal species, are innately endowed with cognitive machinery for detecting and reasoning about numbers of items. As a result, "psychologists were stunned when Wynn announced her results, and many skeptical researchers around the world devised variants of her procedure to determine whether her conclusions were correct." Wynn's findings were subsequently replicated by independent researchers in the United States and in Europe on human infants and later extended to other subject populations, including rhesus monkeys and domesticated dogs who, like human babies, distinguished correct from incorrect outcomes of additions and subtractions of objects (eggplants, in the studies with rhesus monkeys; doggie biscuits, in the studies with dogs).
Criticism of Wynn's 1992 study has suggested that the difference in looking time should not be attributed to looking time, but rather to the preference given to familiar objects. Leslie B. Cohen and Kathryn S. Marks's 2002 study in Developmental Science suggested the possible explanation that infants may have been displaying a familiarity preference to the quantity of objects, as well as a preference for a greater quantity of objects over fewer objects. Eric P. Charles and Susan M. Rivera also criticized looking time methods and the violation of expectations paradigm, raising the point that because the possible/impossible options are determined by adults, infants are assumed to have the same expectations as adults if they look longer at the impossible outcome.
In response to criticism that Wynn's 1992 results were due to infants' ability to keep track of small quantities of objects rather than mathematics, Wynn and Koleen McCrink's 2004 study published in Psychological Science demonstrates that nine-month-old infants can add and subtract numbers that exceed object-tracking limits.
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Karen Wynn
Karen Wynn is an artist and a Canadian and American Yale University Professor Emerita of psychology and cognitive science. She was born in Austin, Texas, and grew up on the Canadian prairies in Regina, Saskatchewan. Her research explores the cognitive capacities of infants and young children. She directed for over 3 decades the Infant Cognition Laboratory, first in the Psychology Department at the University of Arizona, and then in the Psychology Department at Yale University.
Wynn received her Bachelor of Arts in psychology from McGill University, and her PhD in cognitive science from the Massachusetts Institute of Technology. Her first faculty position was at the University of Arizona. She joined the Yale University Psychology Department in 1999.
Karen Wynn is known for her pioneering work on infants' and children's early numerical cognition. The first of her many influential research studies on this topic, published in the scientific journal Nature in 1992, reported that five-month-old human infants are able to compute the outcomes of simple addition and subtraction operations on small sets of physical objects.
Thirty-two five-month-old infants participated in the first experiment reported in the Nature article. Infants were randomly assigned to two-groups ('1+1' and '2-1'). In the 1+1 condition, infants were presented with a single doll. The object was then hidden from view by a small screen. An experimenter brought a second identical doll into the infant's view, and then placed it behind the screen (out of the infant's sight). In the 2-1 condition, a similar procedure occurred. The infant was presented with two dolls, which were then hidden from view by a screen. The experimenter removes one of the objects within the sight of the infant. In both conditions, the set-up was designed so that the infants would witness a mathematical operation being performed (either addition or subtraction), but would not be able to see the final result. For both groups, after this sequence was complete, the screen was removed to reveal either one or two objects. This process was repeated six times for each infant, alternating between one-item and two-item final displays. Looking time (the amount of time that the infant remained visually fixated on an object while remaining attentive to the display) was measured.
The expected results of this experiment follow the theory of violation of expectations, that infants will look for a longer period of time at unexpected events than expected ones. Wynn hypothesized that if infants had the ability to compute numbers, they should look at the incorrect results longer than the correct results. Wynn found that infants in the 1+1 group looked longer when one item was shown as a final result (when the math implied that 1+1=1) than when two items were shown (1+1=2). Infants in the 2-1 group did the reverse, looking longer at the display with two items (2-1=2) than the display with one item (2-1=1). In another experiment within the study, in which infants were presented with 1+1 = 2 or 3, Wynn found that infants looked longer at three objects, the impossible outcome, rather than the two-object display.
These results indicated that infants are capable of performing simple numerical operations. Wynn has suggested that humans, along with many other animal species, are innately endowed with cognitive machinery for detecting and reasoning about numbers of items. As a result, "psychologists were stunned when Wynn announced her results, and many skeptical researchers around the world devised variants of her procedure to determine whether her conclusions were correct." Wynn's findings were subsequently replicated by independent researchers in the United States and in Europe on human infants and later extended to other subject populations, including rhesus monkeys and domesticated dogs who, like human babies, distinguished correct from incorrect outcomes of additions and subtractions of objects (eggplants, in the studies with rhesus monkeys; doggie biscuits, in the studies with dogs).
Criticism of Wynn's 1992 study has suggested that the difference in looking time should not be attributed to looking time, but rather to the preference given to familiar objects. Leslie B. Cohen and Kathryn S. Marks's 2002 study in Developmental Science suggested the possible explanation that infants may have been displaying a familiarity preference to the quantity of objects, as well as a preference for a greater quantity of objects over fewer objects. Eric P. Charles and Susan M. Rivera also criticized looking time methods and the violation of expectations paradigm, raising the point that because the possible/impossible options are determined by adults, infants are assumed to have the same expectations as adults if they look longer at the impossible outcome.
In response to criticism that Wynn's 1992 results were due to infants' ability to keep track of small quantities of objects rather than mathematics, Wynn and Koleen McCrink's 2004 study published in Psychological Science demonstrates that nine-month-old infants can add and subtract numbers that exceed object-tracking limits.
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