The Relationship between Non-Verbal Systems of Number and Counting Development: A Neural Signatures Approach

Autor/inn/en	Hyde, Daniel C.; Simon, Charline E.; Berteletti, Ilaria; Mou, Yi
Titel	The Relationship between Non-Verbal Systems of Number and Counting Development: A Neural Signatures Approach
Quelle	In: Developmental Science, 20 (2017) 6, (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12464
Schlagwörter	Cognitive Ability; Mathematics Skills; Number Concepts; Computation; Symbols (Mathematics); Symbolic Learning; Individual Differences; Brain; Neurological Organization; Preschool Children; Observation; Cognitive Processes + Suchen Sie Ihr Suchwort? Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Number concept; Zahlbegriff; Symboldidaktik; Individueller Unterschied; Gehirn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Beobachtung; Cognitive process; Kognitiver Prozess
Abstract	Two non-verbal cognitive systems, an approximate number system (ANS) for extracting the numerosity of a set and a parallel individuation (PI) system for distinguishing between individual items, are hypothesized to be foundational to symbolic number and mathematics abilities. However, the exact role of each remains unclear and highly debated. Here we used an individual differences approach to test for a relationship between the spontaneously evoked brain signatures (using event-related potentials) of PI and the ANS and initial development of symbolic number concepts in preschool children as displayed by counting. We observed that individual differences in the neural signatures of the PI system, but not the ANS, explained a unique portion of variance in counting proficiency after extensively controlling for general cognitive factors. These results suggest that differences in early attentional processing of objects between children are related to higher-level symbolic number concept development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01