Familiarization in infants' perception of addition problems
Familiarization in infants' perception of addition problems
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DOI：
10.1207/s15327647jcd0701_2
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发表时间：
2006-01-01
影响因子：
2.1
通讯作者：
Westfahl, Shannon May-Comyns
中科院分区：
文献类型：
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作者：
Clearfield, Melissa W.;Westfahl, Shannon May-Comyns
先前的研究表明，婴儿可以计算简单的算术(Wynn，1992)。这项研究试图重复这一发现，并研究熟悉程度如何影响反应。实验一证实，当没有进行熟悉试验时，3到5个月大的婴儿看错误结果的时间更长(i+1=1)。实验2对婴儿进行了8次熟悉试验(对可能的或不可能的数学事件)。当熟悉了不正确的结果时，婴儿看正确的结果的时间会更长；然而，当熟悉了正确的结果时，婴儿对这两种显示都没有表现出偏好。实验3证实，在熟悉可能的事件的过程中，婴儿可能已经熟悉了I和2娃娃，并提出了婴儿可能不会将展示视为数学事件，而是一系列不相关的刺激的可能性。
Previous research suggests that infants can calculate simple arithmetic (Wynn, 1992). This study sought to replicate this finding and examine how familiarization may influence response. Experiment I confirmed that 3- to 5-month-old infants looked longer at an incorrect outcome (I + 1 = 1) when no familiarization trials were presented. Experiment 2 presented infants with 8 familiarization trials (either to the possible or impossible mathematical event). When familiarized to the incorrect outcome, infants looked longer at the correct outcome; however, when familiarized to the correct outcome, infants showed no preference for either display. Experiment 3 confirmed that infants could have become familiarized to both I and 2 dolls during the familiarization to the possible event and raised the possibility that infants may not process the display as a mathematical event, but rather as a series of unconnected stimuli.