Representations of Abstract Quantities

抽象量的表示

• 批准号: 7516761
• 负责人: Sara J Cordes
• 金额: $ 5.22万
• 依托单位: DUKE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-11-01 至 2009-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7516761
• 关键词: Address; Adult; Affect; Animals; Area; Behavioral; Binding; Clinical; Clinical Psychology; Competence; Decision Making; Development; Discrimination; Disease; Education; Environment; Experimental Designs; Future; Human; Hylobates Genus; Infant; Investigation; Judgment; Knowledge; Language Development; Learning; Mathematics; Mental Health; Modality; Names; Nature; Neurobiology; Parkinson Disease; Patients; Phylogenetic Analysis; Population; Psychophysics; Rattus; Research; Sensory; Stimulus; Students; Surface; System; Time; Visual Perception; abstracting; analog; base; cognitive system; comparative; mathematics disability; novel; population based; skills

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.

量化世界的能力对于最基本的学习来说是必不可少的。认知系统负责 这种能力（模拟量级一）在许多临床人群中似乎选择性受损（例如， PD 和计算障碍），使对该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够区分数量，但仍有很多东西需要学习 关于他们能力的性质和范围。通过对人类婴儿和 使用新范式的老鼠，我们计划检查精确性、模态独立性和序数性质 这些陈述。提出以下问题：不会说话的婴儿是否与非人类动物共享这一点？ 表示时间、数字和大小的星等系统？这些幅度是否依赖于刺激 （因此受到感知约束）？这些非语言群体中的数量歧视是否基于 一个值大于另一个值的固有知识？在解决此类问题时，我希望提供一个 对这些非语言数量表示的更好理解，从而导致早期的发展 临床行为筛查。