The approximate number system cannot be the leading factor in the acquisition of the first symbolic numbers

被引：7

作者：

Krajcsi, Attila ^{[1
,2
]}

Fedele, Marta ^{[3
,4
]}

Reynvoet, Bert ^{[3
,4
]}

机构：

[1] Eotvos Lorand Univ, Inst Psychol, Dept Cognit Psychol, Budapest, Hungary

[2] Cent European Univ, Dept Cognit Sci, Budapest, Hungary

[3] Katholieke Univ Leuven, Brain & Cognit, Leuven, Belgium

[4] KU Leuven Kulak, Fac Psychol & Educ Sci, Kortrijk, Belgium

来源：

COGNITIVE DEVELOPMENT | 2023年 / 65卷

关键词：

Approximate number system; Subset-knowers; Symbolic number acquisition; Numerical cognition development; DEVELOPMENTAL-CHANGE; ACUITY; SENSE; PRESCHOOLERS; WORDS; ASSOCIATION; NUMEROSITY; KNOWLEDGE; LINK;

D O I：

10.1016/j.cogdev.2022.101285

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

When learning the meaning of symbolic numbers, children learn the numbers up to 4 sequen-tially. A prominent account of this learning process proposes that the increasing sensitivity of the preverbal approximate number system (ANS) allows for reliable discrimination of increasingly large neighboring numbers, which, consequently, leads to the sequential acquisition of the first symbolic numbers. In this work, a more complete quantitative description of this account is provided. This description is based on the mathematical model of the ANS and on additional relevant parameter values reported in the literature. The quantitative description demonstrates that, in the time period during which children learn the meaning of the first number words, the improvement of ANS sensitivity cannot provide the assumed changes in the discriminability of these numbers. The present result challenges the role of the ANS as a leading factor in the acquisition of the first symbolic numbers.

引用

页数：12

共 60 条

[1] Grammatical morphology as a source of early number word meanings [J].