Brannon E M, Van de Walle G A
Center for Cognitive Neuroscience, Duke University, Durham, NC 27708-0999, USA.
Cogn Psychol. 2001 Aug;43(1):53-81. doi: 10.1006/cogp.2001.0756.
Two experiments assessed ordinal numerical knowledge in 2- and 3-year-old children and investigated the relationship between ordinal and verbal numerical knowledge. Children were trained on a 1 vs 2 comparison and then tested with novel numerosities. Stimuli consisted of two trays, each containing a different number of boxes. In Experiment 1, box size was held constant. In Experiment 2, box size was varied such that cumulative surface area was unrelated to number. Results show children as young as 2 years of age make purely numerical discriminations and represent ordinal relations between numerosities as large as 6. Children who lacked any verbal numerical knowledge could not make ordinal judgments. However, once children possessed minimal verbal numerical competence, further knowledge was entirely unrelated to ordinal competence. Number may become a salient dimension as children begin to learn to count. An analog magnitude representation of number may underlie success on the ordinal task.
两项实验评估了2岁和3岁儿童的序数数字知识，并研究了序数数字知识与语言数字知识之间的关系。对儿童进行1与2比较的训练，然后用新的数字量进行测试。刺激物由两个托盘组成，每个托盘包含不同数量的盒子。在实验1中，盒子大小保持不变。在实验2中，改变盒子大小，使累积表面积与数量无关。结果表明，年仅2岁的儿童能够进行纯粹的数字辨别，并能表征多达6的数字量之间的顺序关系。缺乏任何语言数字知识的儿童无法做出顺序判断。然而，一旦儿童具备了最低限度的语言数字能力，进一步的知识与顺序能力就完全无关了。随着儿童开始学习数数，数字可能会成为一个显著的维度。数字的类似数量表征可能是序数任务成功的基础。
