The development of number processing and attention in infancy

婴儿期数字处理和注意力的发展

• 批准号: 9133433
• 负责人: LISA M OAKES
• 金额: $ 7.77万
• 依托单位: UNIVERSITY OF CALIFORNIA AT DAVIS
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-27 至 2018-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9133433
• 关键词: Accounting; Address; Adult; Age; Age-Months; Animals; Area; Attention; Brain; Characteristics; Child; Childhood; Cognitive; Crowding; Decision Making; Development; Dimensions; Discipline; Disease; Down Syndrome; Engineering; Ensure; Equilibrium; Fragile X Syndrome; Goals; Health; Impairment; Individual; Individual Differences; Individuation; Infant; Infant Development; Intervention; Knowledge; Literature; Mathematics; Memory; Neurodevelopmental Disorder; Newborn Infant; Parietal; Parietal Lobe; Perception; Performance; Population; Process; Property; Psyche structure; Quantitative Reasoning; Research; Schools; Science; Seminal; Short-Term Memory; Structure; Subway; System; Systems Development; Technology; Time; Tweens; Visual; Visual Perception; Visual attention; Williams Syndrome; Work; cognitive ability; cognitive development; cognitive process; cognitive system; cognitive task; coping; developmental disease; early childhood; experience; infancy; infant animal; information processing; insight; interest; mathematical ability; programs; research study; skills; success; therapy development; visual process; visual processing

 DESCRIPTION (provided by applicant): The development of quantitative processing has been studied for decades, at least from the time of seminal studies by Piaget on children's reasoning about number and quantity. Beginning with now-classic studies conducted in the 1980s, there has been significant interest in the origins of such reasoning in infancy. Many of these studies are motivated by a desire to understand the core number systems that infants have, and to document infants' precocious abilities to process information about quantity. It is time for a shif in focus, so we can understand the development of these abilities in infancy. The existing literature provides mixed results and few clear answers for why the findings are mixed. It is clear that infants are sensitive to number and quantity. What is less clear is how this sensitivity develops, and how infants focus on some dimensions, such as exact number, and ignore other dimensions, such as total area. Understanding this development is important for several reasons. Effective functioning in the world depends on quantitative reasoning. Even infants need to be sensitive to quantity to make decisions about how to act, track objects, and accurately represent the world around them. In addition, advances in science and technology require strong quantitative abilities, and numerical abilities in infancy and early childhood may be related to quantitative abilities later in childhood. Finally, numerical processing is impaired n a number of developmental disorders, such as William's Syndrome and Fragile X syndrome. A complete understanding of such disorders-and the development of interventions to help children cope with impairments-requires a complete understanding of typical development. Although infants' visual number processing has been studied for decades, there remains little understanding into how this ability develops. Studies have asked whether or not infants attend to number or other features of displays, and what conditions encourage infants' attention to number. These important studies document infants' ability, but have yielded limited understanding into how these processes develop. Research with adults has revealed that processing of small sets of numbers is closely related to other visual attentional and perceptual processes. Thus, it is possible that infants' processing of small sets is also related to those visual cognitive abilities. This project asks how the development of number processing can be understood by relating this processing to other aspects of visual processing. This project will aim to uncover the development of infants' attention to number versus total area (Experiment 1). This is an important question because it will provide understanding into how infants' balance their attention to multiple visual features. Understanding how infants' balance and control their attention in this way has been the topic of research in other domains. The proposed project, therefore, will allow closer ties to those other domains. In addition, this project will examine ho individual differences in number processing are related to individual differences in other cognitive abilities (Experiment 2). Number processing does not happen in isolation. We determine how many items are present while perceiving the items, attending to them, forming memories of them. In addition, some of these other processes may be important for visual number processing (i.e., recognizing how many items are present depends on perceiving the items as individual items). Thus, a complete understanding of number processing requires examining how number processing is related to other visual cognitive processes.

 描述(申请人提供)：量化加工的发展已经研究了几十年，至少从皮亚杰对儿童关于数字和数量的推理的开创性研究开始。从20世纪80年代进行的经典研究开始，人们对这种推理在婴儿期的起源一直很感兴趣。许多这些研究的动机是希望了解婴儿拥有的核心数字系统，并记录婴儿处理有关数量信息的早熟能力。现在是聚焦的时候了，这样我们就可以了解这些能力在婴儿期的发展。现有文献提供的结果喜忧参半，对于为什么研究结果喜忧参半，几乎没有明确的答案。很明显 婴儿对数量和数量很敏感。不太清楚的是，这种敏感性是如何发展的，以及婴儿如何专注于某些维度，如确切数字，而忽略其他维度，如总面积。了解这一发展很重要，原因有几个。世界的有效运转依赖于定量推理。即使是婴儿也需要对数量敏感，才能决定如何行动，跟踪物体，并准确地表现他们周围的世界。此外，科学技术的进步需要很强的量化能力，婴儿期和幼儿期的数字能力可能与童年后期的量化能力有关。最后，数字加工在一些发育障碍中受到损害，例如威廉综合征和脆性X综合征。对这类障碍的全面了解--以及制定帮助儿童应对障碍的干预措施--需要对典型发育有全面的了解。虽然对婴儿的视觉数字处理已经研究了几十年，但对于这种能力是如何发展的，人们仍然知之甚少。研究询问婴儿是否注意数字或其他显示特征，以及哪些条件鼓励婴儿注意数字。这些重要的研究记录了婴儿的能力，但对这些过程是如何发展的理解有限。对成年人的研究表明，对小集合数字的处理与其他视觉、注意力和知觉过程密切相关。因此，婴儿对小集合的加工也可能与这些视觉认知能力有关。这个项目询问如何通过将数字处理与视觉处理的其他方面联系起来来理解数字处理的发展。本项目旨在揭示婴儿注意数量与总面积的发展(实验1)。这是一个重要的问题，因为它将提供对婴儿如何平衡他们对多种视觉特征的注意力的理解。了解婴儿如何以这种方式平衡和控制他们的注意力一直是其他领域研究的主题。因此，拟议的项目将允许与这些其他领域建立更紧密的联系。此外，本项目还将考察个体在数字加工上的差异与其他认知能力上的个体差异(实验2)。数字处理不是孤立地进行的。我们在感知物品、关注物品、形成对物品的记忆的同时，确定存在多少物品。此外，这些其他过程中的一些对于视觉数字处理可能是重要的(即，识别存在多少物品取决于将物品感知为单独的物品)。因此，对数字加工的完整理解需要考察数字加工与其他视觉认知过程的关系。