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The role of development in the relationship between symbolic and non-symbolic numeric representations
Current Psychology ( IF 2.387 ) Pub Date : 2023-05-15 , DOI: 10.1007/s12144-023-04736-5
Sarit Ashkenazi

The present study tested quantity representations in a very large sample of children (n = 1012; ages 2.5 to 7.5), using the GiantLeap application. Three basic numerical tasks were examined 1) symbolic comparison 2) non-symbolic comparison and 3) enumeration. One of the main questions that guided the present study was to understand how symbolic representation develops and whether symbolic representations are built upon approximate, non-symbolic representation. Hence, I tested the relationship between tasks in every age group. The strength of the correlation was similar between tasks (symbolic with non-symbolic comparison or with enumeration), both sets of correlations were positive and significant in most of the age groups. In the two cases, the relationships were very strong prior to elementary school and became smaller in elementary school. In addition, I correlated symbolic comparison to subitizing and counting abilities. Subitizing abilities, but not counting late in development (ages 6 and 7), correlated with symbolic comparison. This result suggests that symbolic representation of Arabic numerals changes during development. Before elementary school, there is considerable resemblance between symbolic and non-symbolic approximate representation. However, during elementary school, two systems exist: one for symbolic representation associated with subitizing, and another system for approximate non-symbolic representations.



中文翻译:

发展在符号和非符号数字表示之间关系中的作用

本研究在非常大的儿童样本中测试了数量表征(n = 1012; 2.5 至 7.5 岁),使用 GiantLeap 应用程序。检查了三个基本的数值任务 1) 符号比较 2) 非符号比较和 3) 枚举。指导本研究的主要问题之一是了解符号表征是如何发展的,以及符号表征是否建立在近似的非符号表征之上。因此,我测试了每个年龄组的任务之间的关系。任务之间的相关强度相似(符号与非符号比较或枚举),两组相关性在大多数年龄组中都是正相关且显着。在这两种情况下,这种关系在小学之前非常牢固,而在小学时变得更小。此外,我将符号比较与子化和计数能力相关联。Subitizing 能力,但不计入后期发展(6 岁和 7 岁),与符号比较相关。这一结果表明,阿拉伯数字的符号表示在开发过程中发生了变化。在小学之前,符号和非符号近似表示之间存在相当大的相似之处。然而,在小学期间,存在两种系统:一种用于与子化相关的符号表示,另一种用于近似非符号表示的系统。

更新日期:2023-05-15
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