Font Size: a A A

Research On The Modularity Of Non-symbolic Large-numerical Process In Preschool Children

Posted on:2008-02-15Degree:MasterType:Thesis
Country:ChinaCandidate:Q YanFull Text:PDF
GTID:2155360212491141Subject:Basic Psychology
Abstract/Summary:PDF Full Text Request
Innate numerical ability is one of the new fields of cognitive psychology. It is the foundation of human's counting and formal arithmetic calculations, which play an important role in people's everyday life.Firstly, the modular theory in this area was introduced, including "Number Module" and "number core system", as well as the specific experimental method. Previous research has explored the approximate numerosities of human adults and infant, so this study chose the pre-school children in 3-5 years old as participants, to examine whether the non-symbolic numerical representations might have the modularity. Firstly in comparison task, different ratios has been set to examine the ratio-limits, and varied sum-area and contours has been set to examine the possible influence of non-numerical continuous quantities on numerical process. Then in addition task, this study examined the arithmetic process of non-symbolic numerical representations in 4-5 years old children. Meanwhile, it explored the developmental tendency among different age-groups, and the possible influence of the learned counting and mathematics skill on children's non-symbolic numerosities. The results showed:1.In the comparison task, the performance of different age-group had ratio-limit, and the success at the task did not depend on non-numerical clues. It demonstrated that the participants had approximate numerosities. When it's hard to success using approximate numerosities, participants tended to use other clues to make decisions.2. In the addition task, the performance also had ratio-limit. The success did not depend on learnd mathematics skill. It demonstrated that the participants could do simple mathematical operation of non-symbolic large-numerical representations.3. The older age-group had better performance, but the development of learned counting and mathematics skill had no significant effect on the performance.
Keywords/Search Tags:approximate numerosities, Non-symbolic large-numerical representations, innate numerical competence, counting skill
PDF Full Text Request
Related items