Non-symbolic arithmetic in adults and young children
Non-symbolic arithmetic in adults and young children
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DOI：
10.1016/j.cognition.2004.09.011
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发表时间：
2006-01-01
期刊：
影响因子：
3.4
通讯作者：
Spelke, E
中科院分区：
文献类型：
--
作者：
Barth, H;La Mont, K;Spelke, E
五个实验研究了成年人和学龄前儿童是否能对非符号数字进行简单的算术计算。先前的研究已经证明，人类成年人、人类婴儿和非人类动物可以通过近似表示它们的大小来处理数字量。在这里，我们考虑这些非符号的数字表示是否可以作为一个独特的人类，学习数学的基石。没有受过算术训练的成人和儿童都能成功地对大量元素进行近似运算。在这些任务的成功并不依赖于非数值连续量，模态特定的数量信息，采用替代非算术策略，或学习的符号算术知识。因此，抽象的数值表示是计算功能的，可以为形式数学提供基础。(c)2005 Elsevier B.V.保留所有权利。
Five experiments investigated whether adults and preschool children can perform simple arithmetic calculations on non-symbolic numerosities. Previous research has demonstrated that human adults, human infants, and non-human animals can process numerical quantities through approximate representations of their magnitudes. Here we consider whether these non-symbolic numerical representations might serve as a building block of uniquely human, learned mathematics. Both adults and children with no training in arithmetic successfully performed approximate arithmetic on large sets of elements. Success at these tasks did not depend on non-numerical continuous quantities, modality-specific quantity information, the adoption of alternative non-arithmetic strategies, or leamed symbolic arithmetic knowledge. Abstract numerical quantity representations therefore are computationally functional and may provide a foundation for formal mathematics. (c) 2005 Elsevier B.V. All rights reserved.