Quantity representation in children and rhesus monkeys: Linear versus logarithmic scales
Quantity representation in children and rhesus monkeys: Linear versus logarithmic scales
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DOI：
10.1016/j.jecp.2007.10.003
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发表时间：
2008-07-01
影响因子：
2.6
通讯作者：
Ready, Christopher
中科院分区：
文献类型：
--
作者：
Beran, Michael J.;Johnson-Pynn, Julie S.;Ready, Christopher
使用计算机化任务进行数量评估，比较 4 岁和 5 岁儿童以及恒河猴的表现。参与者首先学习两个数量锚值，然后通过将它们分类为类似于大锚或小锚来响应中间值。主要兴趣是评估四个不同锚点组中每个物种的主观平等点 (PSE) 发生的位置，以确定 PSE 发生在算术平均值还是几何平均值处。两个物种产生的 PSE 都更接近四个锚定组中的三个的几何平均值。这表明猴子和儿童要么使用对数尺度来表示数量，要么使用线性尺度来表示标量变化，这两者都符合韦伯定律和采用模拟量值形式的数量表示。 (C) 2007 Elsevier Inc. 保留所有权利。
The performances of 4- and 5-year-olds and rhesus monkeys were compared using a computerized task for quantity assessment. Participants first learned two quantity anchor values and then responded to intermediate values by classifying them as similar to either the large anchor or the small anchor. Of primary interest was an assessment of where the point of subjective equality (PSE) occurred for each species across four different sets of anchors to determine whether the PSE occurred at the arithmetic mean or the geometric mean. Both species produced PSEs that were closer to the geometric mean for three of four anchor sets. This indicates that monkeys and children access either a logarithmic scale for quantity representation or a linear scale that is subject to scalar variability, both of which are consistent with Weber's law and representation of quantity that takes the form of analog magnitudes. (C) 2007 Elsevier Inc. All rights reserved.