期刊
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
卷 110, 期 45, 页码 18116-18120出版社
NATL ACAD SCIENCES
DOI: 10.1073/pnas.1302751110
关键词
analog magnitudes; approximate number system; cognitive; development; mathematical cognition
资金
- National Institutes of Health [R01 HD059108]
- National Science Foundation (NSF) Research and Evaluation on Education in Science and Engineering and Developmental and Learning Sciences grants
- James McDonnell Scholar Award
- NSF graduate research fellowship
- Division Of Behavioral and Cognitive Sci
- Direct For Social, Behav & Economic Scie [0951690] Funding Source: National Science Foundation
Human infants in the first year of life possess an intuitive sense of number. This preverbal number sense may serve as a developmental building block for the uniquely human capacity for mathematics. In support of this idea, several studies have demonstrated that nonverbal number sense is correlated with mathematical abilities in children and adults. However, there has been no direct evidence that infant numerical abilities are related to mathematical abilities later in childhood. Here, we provide evidence that preverbal number sense in infancy predicts mathematical abilities in preschool- aged children. Numerical preference scores at 6 months of age correlated with both standardized math test scores and nonsymbolic number comparison scores at 3.5 years of age, suggesting that preverbal number sense facilitates the acquisition of numerical symbols and mathematical abilities. This relationship held even after controlling for general intelligence, indicating that preverbal number sense imparts a unique contribution to mathematical ability. These results validate the many prior studies purporting to show number sense in infancy and support the hypothesis that mathematics is built upon an intuitive sense of number that predates language.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据