Young children interpret number gestures differently than nonsymbolic sets.
cognitive development
gesture
number
symbols
Journal
Developmental science
ISSN: 1467-7687
Titre abrégé: Dev Sci
Pays: England
ID NLM: 9814574
Informations de publication
Date de publication:
05 2023
05 2023
Historique:
revised:
01
07
2022
received:
24
01
2022
accepted:
06
09
2022
medline:
6
4
2023
pubmed:
22
10
2022
entrez:
21
10
2022
Statut:
ppublish
Résumé
Researchers have long been interested in the origins of humans' understanding of symbolic number, focusing primarily on how children learn the meanings of number words (e.g., "one", "two", etc.). However, recent evidence indicates that children learn the meanings of number gestures before learning number words. In the present set of experiments, we ask whether children's early knowledge of number gestures resembles their knowledge of nonsymbolic number. In four experiments, we show that preschool children (n = 139 in total; age M = 4.14 years, SD = 0.71, range = 2.75-6.20) do not view number gestures in the same the way that they view nonsymbolic representations of quantity (i.e., arrays of shapes), which opens the door for the possibility that young children view number gestures as symbolic, as adults and older children do. A video abstract of this article can be viewed at https://youtu.be/WtVziFN1yuI HIGHLIGHTS: Children were more accurate when enumerating briefly-presented number gestures than arrays of shapes, with a shallower decline in accuracy as quantities increased. We replicated this finding with arrays of shapes that were organized into neat, dice-like configurations (compared to the random configurations used in Experiment 1). The advantage in enumerating briefly-presented number gestures was evident before children had learned the cardinal principle. When gestures were digitally altered to pit handshape configuration against number of fingers extended, children overwhelmingly based their responses on handshape configuration.
Types de publication
Video-Audio Media
Journal Article
Research Support, U.S. Gov't, Non-P.H.S.
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
e13335Subventions
Organisme : the Hymen Milgrom Supporting Organization
Organisme : NCER
ID : R305B090025
Organisme : National Science Foundation Graduate Research Fellowship
ID : DGE-1144082
Informations de copyright
© 2022 The Authors. Developmental Science published by John Wiley & Sons Ltd.
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