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The development of number concepts: Discrete quantification and numerosity.

机译:数字概念的发展:离散量化和数量。

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摘要

This line of research examines how children develop natural-number concepts through the use of emergent language and innate representational resources. Specifically, how children come to understand that number words (1) refer to numerosity, as opposed to some other property of individuals or sets, and (2) quantify over discrete entities. Some researchers contend that children understand these semantic restrictions from very early on and that this knowledge, in fact, guides children's learning of the first few numberwords. Conversely, it has been argued that children extrapolate these restrictions from the first few number-word meanings. Results from the present studies support this latter view by providing evidence that number concepts are constructed over time, via a predictable developmental trajectory.;Study 1 demonstrates that only children who understand the cardinal principle of counting (those who are able to use counting to determine the number of items in a set) reliably extend number words to numerosity. Study 2 shows that children must learn the cardinal meanings of three or more number words in order to apply higher, unknown number words to discrete entities. Each of these two studies provides evidence that children do not connect number words to specific discrete quantities upon first encounter with the number-word list. Rather, they make the connection around the same time they figure out the cardinal principle. Study 3 addresses how children make this connection by exploring the proposal that children use the pairing of number words with count nouns as an indication that objects are preferred referents of number words. The results of this last study indicate that linguistic context facilitates learning the semantic functions of number words well before a child learns the specific meaning of each of these words. Additionally, this study provides supporting evidence for the claim that Mandarin noun classifiers provide information analogous to count mass distinctions in English. Implications for theories of number-concept construction will be discussed in relation to the findings of each of these studies.
机译:该研究领域探讨了儿童如何通过使用新兴的语言和先天的表征资源来发展自然数概念。具体来说,孩子如何理解数字单词(1)指数字,与个人或集合的其他某些属性相反;以及(2)量化离散实体。一些研究人员认为,儿童从很早就了解了这些语义限制,并且这种知识实际上指导着儿童学习前几个数字单词。相反,有人认为儿童从前几个数字词的含义中推断出这些限制。本研究的结果通过提供证据表明数量概念是通过可预测的发展轨迹随着时间的推移而构造的,从而支持了后一种观点。研究1表明,只有了解计数的基本原理的孩子(那些能够使用计数来确定数量的孩子)集合中的项目数)可靠地将数字扩展为数字。研究2表明,儿童必须学习三个或更多数字单词的基本含义,才能将较高的未知数字单词应用于离散实体。两项研究中的每一项都提供了证据,表明儿童在首次遇到数字单词列表时并未将数字单词连接到特定的离散量。相反,他们在确定基本原理的同时进行了连接。研究3通过探讨以下建议来解决儿童之间的这种联系:儿童使用数字单词与计数名词配对来表明对象是数字单词的首选指称。这项最新研究的结果表明,语言上下文有助于在孩子学习每个单词的具体含义之前就很好地学习数字单词的语义功能。此外,这项研究为普通话名词分类器提供类似于英语中的质量区别计数的信息的说法提供了支持证据。数量概念构建理论的含义将与这些研究的结果进行讨论。

著录项

  • 作者

    Slusser, Emily Beth.;

  • 作者单位

    University of California, Irvine.;

  • 授予单位 University of California, Irvine.;
  • 学科 Psychology Developmental.;Psychology Cognitive.;Psychology Experimental.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 108 p.
  • 总页数 108
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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