Number bias for the discrimination of large visual sets in infancy

Brannon, Elizabeth M.; Abbott, Sara; Lutz, Donna J.

doi:10.1016/j.cognition.2004.01.004

Cited by 181 publications

(132 citation statements)

References 14 publications

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“…Support for our view comes from studies that reveal that 5-year-old children already have an understanding of the number symbols that is comparable to that of adults (Huntley-Fenner 2001;Temple and Posner 1998) and they can, as well as infants can, perform basic mathematical procedures with nonsymbolic stimuli, e.g., arrays of dots (Barth et al 2003(Barth et al , 2006(Barth et al , 2005Lipton and Spelke 2005;Brannon 2002;Brannon et al 2004;Feigenson 2005;Jordan and Brannon 2006;Mix et al 2002;Xu and Spelke 2000;Mix et al 2002Mix et al , 2005. Note however, that Rousselle et al (2004) disentangled the effect of each continuous variable (e.g., density, area, contour length) on numerosity judgment performance in 3-year-old children and revealed that they performed at chance level in the condition that controlled for surface area.…”

Section: Introductionmentioning

confidence: 74%

Automatic quantity processing in 5-year olds and adults

et al. 2008

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In this study adults performed numerical and physical size judgments on a symbolic (Arabic numerals) and non-symbolic (groups of dots) size congruity task. The outcomes would reveal whether a size congruity effect (SCE) can be obtained irrespective of notation. Subsequently, 5-year-old children performed a physical size judgment on both tasks. The outcomes will give a better insight in the ability of 5-year-olds to automatically process symbolic and non-symbolic numerosities. Adult performance on the symbolic and non-symbolic size congruity tasks revealed a SCE for numerical and physical size judgments, indicating that the non-symbolic size congruity task is a valid indicator for automatic processing of non-symbolic numerosities. Physical size judgments on both tasks by children revealed a SCE only for non-symbolic notation, indicating that the lack of a symbolic SCE is not related to the mathematical or cognitive abilities required for the task but instead to an immature association between the number symbol and its meaning.

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Section: Introductionmentioning

confidence: 74%

Automatic quantity processing in 5-year olds and adults

et al. 2008

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“…Rodríguez and Gamboa 2000;Beran 2010;Krusche et al 2010;Rodríguez and Gloudeman 2011), and one of the challenges in research on numerical competence is to minimize the influence of confounding continuous variables (Lipton and Spelke 2003;Brannon et al 2004;Hurewitz et al 2006;Beran et al 2008). Communal predation on oecobiids occurs only among Portia juveniles within a specific size range (Jackson et al 2008), enabling us to test for the influence of a continuous variable (Portia stuff) on spider settling decisions by varying the size of already settled Portia over this range.…”

Section: Resultsmentioning

confidence: 99%

The role of numerical competence in a specialized predatory strategy of an araneophagic spider

Nelson

Jackson

2012

Anim Cogn

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Although a wide range of vertebrates have been considered in research on numerical competence, little is known about the role of number-related decisions in the predatory strategies of invertebrates. Here, we investigate how numerical competence is expressed in a highly specialized predatory strategy adopted by the small juveniles of Portia africana when practicing communal predation, with the prey being another spider, Oecobius amboseli. Two or more P. africana juveniles sometimes settle by the same oecobiid nest and then share the meal after one individual captures the oecobiid. Experiments were designed to clarify how these predators use number-related cues in conjunction with non-numerical cues when deciding whether to settle at a nest. We used lures (dead spiders positioned in lifelike posture) arranged in a series of 24 different scenes defined by the type, configuration and especially number of lures. On the whole, our findings suggest that P. africana juveniles base settling decisions on the specific number of already settled conspecific juveniles at the nest and express a preference for settling when the number is one instead of zero, two or three. By varying the size of the already settled juveniles and their positions around the nest, we show that factors related to continuous variables and stimulus configuration are unlikely explanations for our findings.

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“…On average, six-month-old infants can discriminate ratios of 1:2 or easier, whereas most nine-montholds can discriminate the more difficult ratio of 2:3 (Brannon, Abbott, & Lutz, 2004;Lipton & Spelke, 2003Xu, 2003;Xu & Arriaga, 2007;Xu & Spelke, 2000;Xu, Spelke, & Goddard, 2005). Accuracy improves as children get older.…”

Section: Early Number Knowledge In Dual-language Learnersmentioning

confidence: 99%

Early Number Knowledge in Dual-Language Learners From Low-SES Households

Sarnecka

Negen

Goldman

2018

Language and Culture in Mathematical Cognition

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A large and growing proportion of American students are dual-language learners, and many live in or near poverty. In order to serve these students, educators must understand their needs. In this chapter we discuss the role of bilingualism in acquiring early number knowledge. Then we briefly review what is known about the ways in which young children represent number, including the approximate number system (ANS) and symbolic representations of exact numbers-both spoken and written. Next, we describe our own large study of early numeracy in preschool-age dual-language-learners (DLLs) from low-socioeconomic-status (SES) households, with comparison groups of high-and low-SES English monolingual preschoolers, as well as dual-language learners from high-SES households. The main conclusions we draw from this study are the following.(1) Educational delays in acquiring basic number skills are attributable to poverty, not to being a dual-language learner. (2) Pre-kindergarten programs such as Head Start seem to provide experience with counting and numbers that is crucial for low-SES children. (3) Given limited resources, it is reasonable to assess the early numeracy of low-income dual-language learners by testing only in their language of instruction, rather than in both of their languages. Testing only in the language of instruction is much less costly and yields very similar information. (4) The SES-related gap in math achievement is much more a gap in symbolic number knowledge (spoken and written numbers) than in ANS acuity. Thus, improving children's symbolic number knowledge should be the focus of interventions seeking to narrow this gap.

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Number bias for the discrimination of large visual sets in infancy

Cited by 181 publications

References 14 publications

Automatic quantity processing in 5-year olds and adults

Automatic quantity processing in 5-year olds and adults

The role of numerical competence in a specialized predatory strategy of an araneophagic spider

Early Number Knowledge in Dual-Language Learners From Low-SES Households

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