The development of language and abstract concepts: The case of natural number
The development of language and abstract concepts: The case of natural number
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DOI：
10.1037/0096-3445.137.1.22
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发表时间：
2008-02-01
影响因子：
4.1
通讯作者：
Spelke, Elizabeth S.
中科院分区：
文献类型：
--
作者：
Condry, Kirsten F.;Spelke, Elizabeth S.
诸如“七”之类的抽象概念的起源是什么？语言在其发展中起什么作用？这些实验探究了3岁儿童的自然数字和概念，他们可以背诵十个单词，但只能理解一个或两个。孩子们正确判断一个标有八个标签的套件如果没有变化，则保留此标签，也不是四个，八个标签超过两个。相比之下，儿童未能判断8个物体的标签比4个标签更好，八个物体超过4个，该物件超过4个，该物体继续适用于其成员的重新安排，或者如果八个在集合增加了1，翻倍或减半。后一个错误与儿童正确应用最小数字的单词形成对比。这些发现表明，儿童通过将数字单词与2个仅捕获有限的数值信息的不同的言语系统联系起来来解释数字单词。儿童从这些基础中构建了抽象，自然数量概念的系统。
What are the origins of abstract concepts such as "seven," and what role does language play in their development? These experiments probed the natural number words and concepts of 3-year-old children who can recite number words to ten but who can comprehend only one or two. Children correctly judged that a set labeled eight retains this label if it is unchanged, that it is not also four, and that eight is more than two. In contrast, children failed to judge that a set of 8 objects is better labeled by eight than by four, that eight is more than four, that eight continues to apply to a set whose members are rearranged, or that eight ceases to apply if the set is increased by 1, doubled, or halved. The latter errors contrast with children's correct application of words for the smallest numbers. These findings suggest that children interpret number words by relating them to 2 distinct preverbal systems that capture only limited numerical information. Children construct the system of abstract, natural number concepts from these foundations.