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Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers
Human mathematical abilities comprise both learned, symbolic representations of number and unlearned, non-symbolic evolutionarily primitive cognitive systems for representing quantities. However, the mechanisms by which our symbolic (verbal) number system becomes integrated with the non-symbolic (no...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Public Library of Science
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4831828/ https://www.ncbi.nlm.nih.gov/pubmed/27078257 http://dx.doi.org/10.1371/journal.pone.0153072 |
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author | Shusterman, Anna Slusser, Emily Halberda, Justin Odic, Darko |
author_facet | Shusterman, Anna Slusser, Emily Halberda, Justin Odic, Darko |
author_sort | Shusterman, Anna |
collection | PubMed |
description | Human mathematical abilities comprise both learned, symbolic representations of number and unlearned, non-symbolic evolutionarily primitive cognitive systems for representing quantities. However, the mechanisms by which our symbolic (verbal) number system becomes integrated with the non-symbolic (non-verbal) representations of approximate magnitude (supported by the Approximate Number System, or ANS) are not well understood. To explore this connection, forty-six children participated in a 6-month longitudinal study assessing verbal number knowledge and non-verbal numerical acuity. Cross-sectional analyses revealed a strong relationship between verbal number knowledge and ANS acuity. Longitudinal analyses suggested that increases in ANS acuity were most strongly related to the acquisition of the cardinal principle, but not to other milestones of verbal number acquisition. These findings suggest that experience with culture and language is intimately linked to changes in the properties of a core cognitive system. |
format | Online Article Text |
id | pubmed-4831828 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-48318282016-04-22 Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers Shusterman, Anna Slusser, Emily Halberda, Justin Odic, Darko PLoS One Research Article Human mathematical abilities comprise both learned, symbolic representations of number and unlearned, non-symbolic evolutionarily primitive cognitive systems for representing quantities. However, the mechanisms by which our symbolic (verbal) number system becomes integrated with the non-symbolic (non-verbal) representations of approximate magnitude (supported by the Approximate Number System, or ANS) are not well understood. To explore this connection, forty-six children participated in a 6-month longitudinal study assessing verbal number knowledge and non-verbal numerical acuity. Cross-sectional analyses revealed a strong relationship between verbal number knowledge and ANS acuity. Longitudinal analyses suggested that increases in ANS acuity were most strongly related to the acquisition of the cardinal principle, but not to other milestones of verbal number acquisition. These findings suggest that experience with culture and language is intimately linked to changes in the properties of a core cognitive system. Public Library of Science 2016-04-14 /pmc/articles/PMC4831828/ /pubmed/27078257 http://dx.doi.org/10.1371/journal.pone.0153072 Text en © 2016 Shusterman et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Shusterman, Anna Slusser, Emily Halberda, Justin Odic, Darko Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers |
title | Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers |
title_full | Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers |
title_fullStr | Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers |
title_full_unstemmed | Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers |
title_short | Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers |
title_sort | acquisition of the cardinal principle coincides with improvement in approximate number system acuity in preschoolers |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4831828/ https://www.ncbi.nlm.nih.gov/pubmed/27078257 http://dx.doi.org/10.1371/journal.pone.0153072 |
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