Familiarization in Infants' Perception of Addition Problems

Autor/inn/en	Clearfield, Melissa W.; Westfahl, Shannon May-Comyns
Titel	Familiarization in Infants' Perception of Addition Problems
Quelle	In: Journal of Cognition and Development, 7 (2006) 1, S.27-43 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Infants; Cognitive Processes; Arithmetic; Familiarity; Toys; Stimuli + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Cognitive process; Kognitiver Prozess; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Toy; Spielzeug; Anreizsystem
Abstract	Previous research suggests that infants can calculate simple arithmetic (Wynn, 1992). This study sought to replicate this finding and examine how familiarization may influence response. Experiment 1 confirmed that 3- to 5-month-old infants looked longer at an incorrect outcome (1 + 1 = 1) when no familiarization trials were presented. Experiment 2 presented infants with 8 familiarization trials (either to the possible or impossible mathematical event). When familiarized to the incorrect outcome, infants looked longer at the correct outcome; however, when familiarized to the correct outcome, infants showed no preference for either display. Experiment 3 confirmed that infants could have become familiarized to both 1 and 2 dolls during the familiarization to the possible event and raised the possibility that infants may not process the display as a mathematical event, but rather as a series of unconnected stimuli. (Contains 5 figures and 1 table.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10