Representation of Number in Infancy

婴儿期数字的表示

• 批准号: 7784279
• 负责人: ELIZABETH M BRANNON
• 金额: $ 47.3万
• 依托单位: DUKE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-12-01 至 2012-09-27
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7784279
• 关键词: Adult; Affect; Age; Age-Months; Animals; Behavioral; Biological Assay; Brain; Child; Childhood; Cognition; Cognitive; Competence; Complex; Detection; Development; Discrimination; Disease; Early identification; Elderly; Electroencephalogram; Foundations; General Population; Goals; Human; Individual; Individual Differences; Infant; Knowledge; Laws; Lead; Learning; Life; Link; Maps; Mathematics; Measures; Methods; Metric; Neurobiology; Population; Process; Research; Research Design; Resources; Risk; Screening procedure; Specificity; Staging; System; Testing; Thinking; Time; Variant; Work; behavior measurement; design; early childhood; infancy; longitudinal design; mathematics disability; public health relevance; relating to nervous system; research study; response; skills; touchscreen

DESCRIPTION (provided by applicant): The broad goal of the proposed studies is to contribute to a growing understanding of the precursors of mathematical knowledge in the first year of life. What is the cognitive foundation upon which complex culturally dependent and symbolic mathematics is built? Research with human adults, children, human infants and non- human animals suggests that there is a phylogenetically and developmentally primitive non-verbal system for representing number. The goal of this competitive renewal is to test the hypothesis that nonverbal numerosity representations serve as a foundation for later developing number skills. To this end we investigate variability in normative development in numerical cognition using behavioral and neurobiological methods and longitudinal designs to assess whether numerical sensitivity in infancy is predictive of variability in numerical cognition in early childhood. Aim 1 examines individual variation in numerical discrimination and the relationship between numerical discrimination and numerical rule learning using new paradigms never before applied to the study of numerical cognition in infancy. Aim 1 also studies infants longitudinally from 6-18 months to assess stability in numerical acuity over development. Aim 2 uses a longitudinal design to explore whether measures of numerical cognition in infancy predict later numerosity discrimination and numerosity-symbol mapping in early childhood. Aim 3 explores the relationship between brain and behavioral measures of number representation in infancy and early childhood and the specificity of neural markers to numerical discrimination in infancy. Beyond studying normal development of numerical acuity in infancy and the relationship between numerical abilities visible in the first year of life and later developing numerical abilities, this research sets the stage for studies of abnormal development by developing early assays that could identify children at risk for developmental dyscalculia (DD). DD affects approximately 6% of the global population (e.g., Badian, 1983; Gross-Tsur, Manor, & Shalev, 1996). A positive correlation between numerical acuity in infancy and early childhood or between numerical acuity in infancy and acquisition of the verbal counting system in childhood could lead to earlier identification of children with DD. PUBLIC HEALTH RELEVANCE: The broad goal of the proposal is to understand the development of non-verbal numerical thinking in infancy using behavioral and neurobiological assays. The studies are designed to assess individual variation and links between numerosity discrimination in the first year of life and later numerical abilities in an effort to set the stage for new assays to identify children at risk for developmental dyscalculia, a disorder that affects approximately 6% of the general public.

描述（由申请人提供）：拟议研究的广泛目标是促进对生命第一年数学知识前体的日益了解。复杂的文化依赖性和符号数学建立在什么认知基础上？对成年人、儿童、婴儿和非人类动物的研究表明，在遗传学和发育学上，存在一种原始的非语言系统来表示数字。这种竞争性更新的目标是测试的假设，非语言的数字表征作为一个基础，以后发展的数字技能。为此，我们调查的变异性规范发展的数字认知使用行为和神经生物学方法和纵向设计，以评估是否在婴儿期的数字敏感性是预测的变异性在幼儿期的数字认知。 目的1探讨个体差异的数字识别和数字识别和数字规则学习之间的关系，使用新的范式从来没有适用于研究婴儿期的数字认知。目标1还纵向研究了6-18个月的婴儿，以评估发育过程中数字敏锐度的稳定性。目的2采用纵向设计，探讨婴儿期数字认知的测量是否可以预测儿童早期的数字识别和数字符号映射。目的3探讨婴儿期和幼儿期数字表征的脑功能和行为功能之间的关系，以及婴儿期数字辨别的神经标记物的特异性。 除了研究婴儿期数字敏锐度的正常发展以及生命第一年可见的数字能力与后来发展的数字能力之间的关系之外，这项研究还通过开发早期检测方法来确定儿童有发展性计算障碍（DD）的风险，从而为研究异常发展奠定了基础。DD影响全球约6%的人口（例如，Badian，1983; Gross-Tsur，Manor，& Shalev，1996）。婴儿期和幼儿期的数字敏锐度之间的正相关，或婴儿期的数字敏锐度和儿童期的言语计数系统的获得之间的正相关，可能导致更早地识别儿童DD。 公共卫生相关性：该提案的主要目标是利用行为和神经生物学分析来了解婴儿期非语言数字思维的发展。这些研究旨在评估生命第一年的数字识别能力与后来的数字能力之间的个体差异和联系，以努力为新的检测方法奠定基础，以识别有发展性计算障碍风险的儿童，这种疾病影响了大约6%的公众。

项目成果

Training the approximate number system improves math proficiency.

• DOI: 10.1177/0956797613482944
• 发表时间: 2013-10
• 期刊: Psychological science
• 影响因子: 8.2
• 作者: Park J;Brannon EM
• 通讯作者: Brannon EM

Improving arithmetic performance with number sense training: an investigation of underlying mechanism.

• DOI: 10.1016/j.cognition.2014.06.011
• 发表时间: 2014-10
• 期刊: Cognition
• 影响因子: 3.4
• 作者: Park J;Brannon EM
• 通讯作者: Brannon EM

Malleability of the approximate number system: effects of feedback and training.

• DOI: 10.3389/fnhum.2012.00068
• 发表时间: 2012
• 期刊: Frontiers in human neuroscience
• 影响因子: 2.9
• 作者: Dewind NK;Brannon EM
• 通讯作者: Brannon EM

Infants Show Ratio-dependent Number Discrimination Regardless of Set Size.

• DOI: 10.1111/infa.12008
• 发表时间: 2013-11-01
• 期刊: Infancy : the official journal of the International Society on Infant Studies
• 作者: Starr AB;Libertus ME;Brannon EM
• 通讯作者: Brannon EM