The emergence of cardinality and associated neural correlates.

鉴于全球经济中对数学的日益重视，随着技术的进步(Sarama&Clements，2009)，基数研究重新兴起，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对神经过程和数学推理的研究与基数的发展描述联系起来。3基数原则涉及理解一个国家的最后一个数字代表总共多少个项目或总数量(Paliwal&Baroody，2018)。基数熟练程度是许多符号数学能力的基础，是儿童的一项关键能力，也是数学成绩的重要预测因素(Chu，vanMarle&Geary，2015；MontagueSmith&Price，2012；Sarama&Clements，2009)。研究表明，近似数字系统(ANS)的敏锐性有助于基数的获得(Bugden，DeWind&Brannon，2016；Chu等人，2015)。然而，这些研究同时测量了人的敏锐度和符号数学能力，导致一些人认为获得基数可以提高人的敏锐度(参见Raghubar&Barnes，2017)。研究一旨在阐明这种关系的方向，在12个月时评估ANS敏锐度，在42个月时评估基数(所有研究的细节见下文)。

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).