The emergence of cardinality and associated neural correlates.

鉴于在全球经济中对数学的日益重视，随着技术的进步（Sarama & Clements，2009），基数研究已经复苏，以及如何最好地教授这一原则，以建立幼儿的技能和信心。这个项目旨在将最近的神经过程和数学推理研究与基数的发展解释联系起来。3基数原则涉及理解计数器中的最终数字表示总数或项目总数（Paliwal & Baroody，2018）。Cardinalproficiency是许多符号数学能力的基础，是儿童的关键能力，也伊萨数学成就的重要预测因素（Chu，vanMarle & Geary，2015; MontagueSmith & Price，2012; Sarama & Clements，2009）。研究表明，近似数系统（ANS）支架中的敏锐度可以获得基数（Bugden，DeWind & Brannon，2016; Chu埃塔尔，2015）。然而，这些研究同时测量了ANS敏锐度和符号数学能力，导致一些人认为基数的获得提高了ANS敏锐度（参见Raghubar &巴恩斯，2017）。研究一旨在阐明这种关系的方向，评估12个月时的ANS敏锐度和42个月时的基数（所有研究的详细信息见下文）。

Given the increasing appreciation for mathematics in a global economy, with advancementsin technology (Sarama & Clements, 2009) there has been a resurgence in cardinality research, andhow best to teach this principle to establish skills and confidence in young children. This projectaims to bridge recent research on neural processes and mathematical reasoning withdevelopmental accounts of cardinality. 3The cardinality principle involves understanding that the final number in the countrepresents how many in total or the total number of items (Paliwal & Baroody, 2018). Cardinalproficiency underpins many symbolic mathematical abilities, is a key competency for children, and isa significant predictor of mathematical achievement (Chu, vanMarle & Geary, 2015; MontagueSmith & Price, 2012; Sarama & Clements, 2009). Research suggests acuity in the approximatenumber system (ANS) scaffolds acquisition of cardinality (Bugden, DeWind & Brannon, 2016; Chu etal., 2015). However, these studies measure ANS acuity and symbolic mathematical abilitysimultaneously, leading some to suggest the acquisition of cardinality improves ANS acuity (forreview see Raghubar & Barnes, 2017). Study one aims to elucidate the direction of this relationship,assessing ANS acuity at 12 months and cardinality at 42 months (see below for details of all studies).