Do Infants Have a Sense of Numerosity? A P-Curve Analysis of Infant Numerosity Discrimination Studies

Autor/inn/en	Smyth, Rachael E.; Ansari, Daniel
Titel	Do Infants Have a Sense of Numerosity? A P-Curve Analysis of Infant Numerosity Discrimination Studies
Quelle	In: Developmental Science, 23 (2020) 2, (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smyth, Rachael E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12897
Schlagwörter	Infants; Visual Perception; Visual Stimuli; Numeracy; Numbers; Number Concepts; Visual Discrimination; Cognitive Ability + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Visuelle Wahrnehmung; Rechenkompetenz; Zahlenraum; Number concept; Zahlbegriff; Denkfähigkeit
Abstract	Research demonstrating that infants discriminate between small (e.g., 1 vs. 3 dots) and large numerosities (e.g., 8 vs. 16 dots) is central to theories concerning the origins of human numerical abilities. To date, there has been no quantitative meta-analysis of the infant numerical competency data. Here, we quantitatively synthesize the evidential value of the available literature on infant numerosity discrimination using a meta-analytic tool called p-curve. In p-curve the distribution of available p-values is analyzed to determine whether the published literature examining particular hypotheses contains evidential value. p-curves demonstrated evidential value for the hypotheses that infants can discriminate between both small and large unimodal and cross-modal numerosities. However, the analyses also revealed that the published data on infants' ability to discriminate between large numerosities is less robust and statistically powered than the data on their ability to discriminate small numerosities. We argue there is a need for adequately powered replication studies to enable stronger inferences in order to use infant data to ground theories concerning the ontogenesis of numerical cognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01