Representations of Abstract Quantities

量化世界的能力对于最基本的学习来说是必不可少的。负责的认知系统 这种能力，即模拟幅度1，在许多临床人群中似乎选择性地受损(例如， 帕金森病和计算障碍)，使得对这一系统的理解成为临床心理学的中心问题。虽然 非人类动物和人类婴儿都能辨别数量，但仍有很多东西需要学习 关于他们能力的性质和程度。通过对人类婴儿和婴儿的比较研究 大鼠使用新的范式，我们计划检查精确度，通道独立性，和序数性质 这些陈述。问一些问题，比如：未经口述的婴儿是否会与非人类动物分享这一点 表示时间、数字和大小的震级系统？这些幅度依赖于刺激吗？ (并因此受到感知的约束)？这些非语言人群中的数量歧视是基于 一个值大于另一个值的先天知识？在处理这些问题时，我希望提供一个 更好地理解这些非语言的数量表达，从而导致早期的发展 临床行为筛查。

The ability to quantify the world is essential for the most basic learning. The cognitive system responsible for this ability, the analog magnitude one, appears selectively impaired in a number of clinical populations (e.g., PD and Dyscalculia), making an understanding of this system a central issue in clinical psychology. Although both non-human animals and human infants are able to discriminate quantities, there is still much to learned about the nature and extent of their competence. Through comparative investigations of human infants and rats using novel paradigms, we plan to examine the precision, modality-independence, and ordinal nature of these representations. Asking questions such as: Do preverbal infants share with non-human animals this magnitude system for representations of time, number, and size? Are these magnitudes stimulus-dependent (and thus perceptually-bound)? Are quantity discriminations in these nonverbal populations based upon inherent knowledge that one value is greater than the other? In addressing such issues, I hope to provide a greater understanding of these nonverbal quantity representations, thus leading to the development of earlier clinical behavioral screens.