Non-symbolic arithmetic in adults and young children
Five experiments investigated whether adults and preschool children can perform simple arithmetic calculations on non-symbolic numerosities. Previous research has demonstrated that human adults, human infants, and non-human animals can process numerical quantities through approximate representations...
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| Veröffentlicht in: | Cognition 2006, Vol.98 (3), p.199-222 |
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| container_title | Cognition |
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| creator | Barth, Hilary La Mont, Kristen Lipton, Jennifer Dehaene, Stanislas Kanwisher, Nancy Spelke, Elizabeth |
| description | Five experiments investigated whether adults and preschool children can perform simple arithmetic calculations on non-symbolic numerosities. Previous research has demonstrated that human adults, human infants, and non-human animals can process numerical quantities through approximate representations of their magnitudes. Here we consider whether these non-symbolic numerical representations might serve as a building block of uniquely human, learned mathematics. Both adults and children with no training in arithmetic successfully performed approximate arithmetic on large sets of elements. Success at these tasks did not depend on non-numerical continuous quantities, modality-specific quantity information, the adoption of alternative non-arithmetic strategies, or learned symbolic arithmetic knowledge. Abstract numerical quantity representations therefore are computationally functional and may provide a foundation for formal mathematics. |
| doi_str_mv | 10.1016/j.cognition.2004.09.011 |
| format | Article |
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Previous research has demonstrated that human adults, human infants, and non-human animals can process numerical quantities through approximate representations of their magnitudes. Here we consider whether these non-symbolic numerical representations might serve as a building block of uniquely human, learned mathematics. Both adults and children with no training in arithmetic successfully performed approximate arithmetic on large sets of elements. Success at these tasks did not depend on non-numerical continuous quantities, modality-specific quantity information, the adoption of alternative non-arithmetic strategies, or learned symbolic arithmetic knowledge. Abstract numerical quantity representations therefore are computationally functional and may provide a foundation for formal mathematics.</description><identifier>ISSN: 0010-0277</identifier><identifier>EISSN: 1873-7838</identifier><identifier>DOI: 10.1016/j.cognition.2004.09.011</identifier><identifier>PMID: 15876429</identifier><identifier>CODEN: CGTNAU</identifier><language>eng</language><publisher>Amsterdam: Elsevier B.V</publisher><subject>Adult ; Adults ; Analysis of Variance ; Arithmetic ; Auditory Perception ; Biological and medical sciences ; Child ; Child development ; Child, Preschool ; Children ; Cognition ; Comparative analysis ; Crossmodal addition ; Developmental psychology ; Discrimination (Psychology) ; Fundamental and applied biological sciences. Psychology ; Human Development ; Humans ; Learning ; Mathematical Aptitude ; Mathematics ; Mathematics Education ; Non-symbolic numerosities ; Numeracy ; Pattern Recognition, Physiological ; Preschool Children ; Psychology. 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Previous research has demonstrated that human adults, human infants, and non-human animals can process numerical quantities through approximate representations of their magnitudes. Here we consider whether these non-symbolic numerical representations might serve as a building block of uniquely human, learned mathematics. Both adults and children with no training in arithmetic successfully performed approximate arithmetic on large sets of elements. Success at these tasks did not depend on non-numerical continuous quantities, modality-specific quantity information, the adoption of alternative non-arithmetic strategies, or learned symbolic arithmetic knowledge. Abstract numerical quantity representations therefore are computationally functional and may provide a foundation for formal mathematics.</description><subject>Adult</subject><subject>Adults</subject><subject>Analysis of Variance</subject><subject>Arithmetic</subject><subject>Auditory Perception</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Cognition</subject><subject>Comparative analysis</subject><subject>Crossmodal addition</subject><subject>Developmental psychology</subject><subject>Discrimination (Psychology)</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human Development</subject><subject>Humans</subject><subject>Learning</subject><subject>Mathematical Aptitude</subject><subject>Mathematics</subject><subject>Mathematics Education</subject><subject>Non-symbolic numerosities</subject><subject>Numeracy</subject><subject>Pattern Recognition, Physiological</subject><subject>Preschool Children</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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| subjects | Adult Adults Analysis of Variance Arithmetic Auditory Perception Biological and medical sciences Child Child development Child, Preschool Children Cognition Comparative analysis Crossmodal addition Developmental psychology Discrimination (Psychology) Fundamental and applied biological sciences. Psychology Human Development Humans Learning Mathematical Aptitude Mathematics Mathematics Education Non-symbolic numerosities Numeracy Pattern Recognition, Physiological Preschool Children Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Reaction Time Regression analysis Scientific research Symbolic arithmetic Symbolism Symbols (Mathematics) Visual Perception |
| title | Non-symbolic arithmetic in adults and young children |
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