Teaching receptive money identification skills using matrix training: A preliminary investigation

Curiel et al. (2021) tried matrix training to teach preschoolers to name coins.

Two kids worked through a 4×4 dollar-coin grid. They first learned four rows and four columns. The team then checked if the children could pick the right coin for new, untaught combos.

Only one child showed the new money skills without extra teaching.

The second child needed more direct practice before the skills showed up.

Lee et al. (2025) later got stronger results. They used matrix training with four autistic preschoolers in China. Every child learned new spatial words and could follow new directions, showing the method can work across cultures and diagnoses.

Frampton et al. (2016) had already shown that kids with autism can build new noun-verb phrases after matrix training. Curiel’s study moves the same idea to money skills and to typically developing kids.

Solano et al. (2021) adds a size tip: a 5×5 grid taught direction-following faster than a 3×3 grid. Curiel used a middle-size 4×4 grid, so future money studies might test if going bigger helps more kids show emergent learning.

Kemmerer et al. (2021) warns that matrix studies use many different setups. Curiel’s small, mixed outcome fits the review’s call for clearer, standard plans.

Matrix training can save time by cutting the number of coin combos you have to teach. Start with a 4×4 grid, but probe early. If a child does not show the new responses, add more direct teaching instead of waiting. Try larger grids or extra exemplars for kids who need more support.