Jiménez Lira Carolina, Carver Miranda, Douglas Heather, LeFevre Jo-Anne
Department of Psychology, Carleton University, Canada.
Institute of Cognitive Science, Carleton University, Canada.
Cognition. 2017 Sep;166:382-397. doi: 10.1016/j.cognition.2017.05.033. Epub 2017 Jun 10.
Preschoolers (n=62) completed tasks that tapped their knowledge of symbolic and non-symbolic exact quantities, their ability to translate among different representations of exact quantity (i.e., digits, number words, and non-symbolic quantities), and their non-symbolic, digit, and spoken number comparison skills (e.g., which is larger, 2 or 4?). As hypothesized, children's knowledge about non-symbolic exact quantities, spoken number words, and digits predicted their ability to map between symbolic and non-symbolic exact quantities. Further, their knowledge of the mappings between digits and non-symbolic quantities predicted symbolic number comparison (i.e., of spoken number words or written digits). Mappings between written digits and non-symbolic exact quantities developed later than the other mappings. These results support a model of early number knowledge in which integration across symbolic and non-symbolic representations of exact quantity underlies the development of children's number comparison skills.
学龄前儿童（n = 62）完成了一些任务，这些任务考察了他们对符号和非符号精确数量的认识、在不同精确数量表示形式（即数字、数词和非符号数量）之间转换的能力，以及他们的非符号、数字和口头数字比较技能（例如，2和4哪个更大？）。正如所假设的那样，儿童对非符号精确数量、口头数词和数字的认识预测了他们在符号和非符号精确数量之间进行映射的能力。此外，他们对数字和非符号数量之间映射的认识预测了符号数字比较（即口头数词或书面数字的比较）。书面数字和非符号精确数量之间的映射比其他映射发展得更晚。这些结果支持了一种早期数字知识模型，其中精确数量的符号和非符号表示形式之间的整合是儿童数字比较技能发展的基础。
