小菜一碟：学前儿童零概念的前身。
Nothing to it: precursors to a zero concept in preschoolers.
作者信息
Merritt Dustin J, Brannon Elizabeth M
机构信息
Center for Cognitive Neuroscience, Duke University, Durham, NC 27708, USA.
出版信息
Behav Processes. 2013 Feb;93:91-7. doi: 10.1016/j.beproc.2012.11.001. Epub 2012 Dec 5.
Do young children understand the numerical value of empty sets prior to developing a concept of symbolic zero? Are empty sets represented as mental magnitudes? In order to investigate these questions, we tested 4-year old children and adults with a numerical ordering task in which the goal was to select two stimuli in ascending numerical order with occasional empty set stimuli. Both children and adults showed distance effects for empty sets. Children who were unable to order the symbol zero (e.g., 0<1), but who successfully ordered countable integers (e.g., 2<4) nevertheless showed distance effects with empty sets. These results suggest that empty sets are represented on the same numerical continuum as non-empty sets and that children represent empty sets numerically prior to understanding symbolic zero.
幼儿在形成符号零的概念之前是否理解空集的数值？空集是否被表征为心理量值？为了探究这些问题，我们用一项数字排序任务对4岁儿童和成年人进行了测试，该任务的目标是按升序选择两个刺激，其中偶尔会有空集刺激。儿童和成年人在空集上都表现出距离效应。那些无法对符号零进行排序（例如，0<1），但能成功对可数整数进行排序（例如，2<4）的儿童，在空集上仍然表现出距离效应。这些结果表明，空集与非空集在相同的数字连续统上被表征，并且儿童在理解符号零之前就以数字方式表征空集。
Zotero 插件