Cross-Magnitude Interactions across Development: Longitudinal Evidence for a General Magnitude System

Autor/inn/en	Lourenco, Stella F.; Aulet, Lauren S.
Titel	Cross-Magnitude Interactions across Development: Longitudinal Evidence for a General Magnitude System
Quelle	In: Developmental Science, 22 (2019) 1, (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12707
Schlagwörter	Developmental Stages; Infants; Preschool Children; Age Differences; Child Development; Predictor Variables; Inhibition; Self Control; Logical Thinking; Verbal Ability; Individual Differences + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Prädiktor; Hemmung; Selbstbeherrschung; Mündliche Leistung; Individueller Unterschied
Abstract	There is general agreement that humans represent numerical, spatial, and temporal magnitudes from early in development. However, there is disagreement about whether different magnitudes converge within a general magnitude system and whether this system supports behavioral demonstrations of cross-magnitude interactions at different developmental time points. Using a longitudinal design, we found a relation between children's cross-magnitude interactions assessed at two developmental time points with different behavioral measures. More specifically, stronger cross-magnitude interactions in infancy (M = 9.3 months) predicted a stronger cross-magnitude congruity effect at preschool age (M = 44.2 months), even when controlling for performance on measures of inhibitory control, analogical reasoning, and verbal competence at preschool age. The results suggest a common mechanism for cross-magnitude interactions at different points in development as well as stability of the underlying individual differences. We argue that this mechanism reflects a nonverbal general magnitude system that is operational early in life and that displays continuity from infancy to preschool age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01