One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles
One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles
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DOI：
10.1016/j.cognition.2006.10.005
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发表时间：
2007-11-01
期刊：
影响因子：
3.4
通讯作者：
Carey, Susan
中科院分区：
文献类型：
--
作者：
Le Corre, Mathieu;Carey, Susan
自从[Gelman，R.，& Galvanil，C. R.（1978年）。孩子对数字的理解。剑桥，MA：哈佛大学出版社。]作为一种数字表征的语言计数发展的开创性工作，语言计数原则的个体发生来源的性质一直受到激烈的争论。本实验探讨的建议，根据这些建议，获得的口头计数原则，通过映射的计数列表中的数字到系统的数字表示，有证据表明，在婴儿期，即模拟幅度，平行个性化，和基于集合的量化。通过要求3岁和4岁的孩子估计集合中的元素的数量而不计数，我们调查是否被分配的基数意义作为收购过程的一部分的数字显示的签名，我们称之为“丰富的并行个性化”（结合属性的并行个性化和基于集合的量化）或模拟的幅度。两个实验表明，虽然“一”到“四”在获得计数原则之前被映射到小集合的核心表示上，但超过“四”的数字只有在获得计数原则大约六个月后才被映射到模拟量上。此外，我们发现，儿童的数值估计集1至4个元素未能显示数字使用的基础上模拟幅度的签名-即标量的变化。我们的结论是，虽然表示的小集合提供的并行个性化，丰富的资源集为基础的量化招募在收购过程中提供的第一个数字意义为“一”到“四”，模拟幅度在这个过程中没有发挥作用。(C)2006 Elsevier B. V.保留所有权利。
Since the publication of [Gelman, R., & Gallistel, C. R. (1978). The child's understanding of number. Cambridge, MA: Harvard University Press.] seminal work on the development of verbal counting as a representation of number, the nature of the ontogenetic sources of the verbal counting principles has been intensely debated. The present experiments explore proposals according to which the verbal counting principles are acquired by mapping numerals in the count list onto systems of numerical representation for which there is evidence in infancy, namely, analog magnitudes, parallel individuation, and set-based quantification. By asking 3- and 4-year-olds to estimate the number of elements in sets without counting, we investigate whether the numerals that are assigned cardinal meaning as part of the acquisition process display the signatures of what we call "enriched parallel individuation" (which combines properties of parallel individuation and of set-based quantification) or analog magnitudes. Two experiments demonstrate that while "one" to "four" are mapped onto core representations of small sets prior to the acquisition of the counting principles, numerals beyond "four" are only mapped onto analog magnitudes about six months after the acquisition of the counting principles. Moreover, we show that children's numerical estimates of sets from 1 to 4 elements fail to show the signature of numeral use based on analog magnitudes - namely, scalar variability. We conclude that, while representations of small sets provided by parallel individuation, enriched by the resources of set-based quantification are recruited in the acquisition process to provide the first numerical meanings for "one" to "four", analog magnitudes play no role in this process. (C) 2006 Elsevier B.V. All rights reserved.