Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers.

摘要: Human mathematical abilities comprise both learned, symbolic representations of number and unlearned, non-symbolic evolutionarily primitive cognitive systems for representing quantities. However, the mechanisms by which our (verbal) system becomes integrated with (non-verbal) approximate magnitude (supported Approximate Number System, or ANS) are not well understood. To explore this connection, forty-six children participated in a 6-month longitudinal study assessing verbal knowledge non-verbal numerical acuity. Cross-sectional analyses revealed strong relationship between ANS Longitudinal suggested that increases acuity were most strongly related to acquisition cardinal principle, but other milestones acquisition. These findings suggest experience culture language is intimately linked changes properties core system.