The Difficulties of Representing Continuous Extent in Infancy: Using Number Is Just Easier

Autor/inn/en	Cordes, Sara; Brannon, Elizabeth M.
Titel	The Difficulties of Representing Continuous Extent in Infancy: Using Number Is Just Easier
Quelle	In: Child Development, 79 (2008) 2, S.476-489 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2007.01137.x
Schlagwörter	Infants; Cognitive Processes; Discrimination Learning; Cognitive Ability; Numbers + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Cognitive process; Kognitiver Prozess; Lernen; Lernprozess; Denkfähigkeit; Zahlenraum
Abstract	This study investigates the ability of 6-month-old infants to attend to the continuous properties of a set of discrete entities. Infants were habituated to dot arrays that were constant in cumulative surface area yet varied in number for small (less than 4) or large (greater than 3) sets. Results revealed that infants detected a 4-fold (but not 3-fold) change in area, regardless of set size. These results are in marked contrast to demonstrations that infants of the same age successfully discriminate a 2- or 3-fold change in number, providing strong counterevidence to the claim that infants use solely nonnumerical, continuous extent variables when discriminating sets. These findings also shed light on the processes involved in tracking continuous variables in infants. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10