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Multiple cues for quantification in infancy: is number one of them?
Kelly S Mix1, Janellen Huttenlocher, Susan C Levine
1Department of Psychology, Indiana University, Bloomington 47405, USA. kmix@indiana.edu
Psychological Bulletin
|April 5, 2002
Summary
Early quantification in infants is not number-based. New research suggests non-numerical cues like area and contour length are initially used for quantitative tasks, impacting later numerical development.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Infant Cognition
Background:
- Current theories often assume early quantification relies on number concepts.
- However, empirical evidence for infants using number in early quantitative tasks is limited.
Purpose of the Study:
- To review and synthesize literature on infant and early childhood quantification.
- To examine the basis of early quantitative understanding.
- To explore the relationship between early quantification and later numerical development.
Main Methods:
- Literature review and synthesis of existing research.
- Analysis of studies investigating infant quantitative abilities.
- Examination of evidence for numerical versus non-numerical cue utilization.
Main Results:
- No clear evidence supports infants using number for quantitative tasks.
- Quantification in infancy appears to be based on non-numerical cues (e.g., area, contour length).
- These non-numerical cues are used regardless of whether the task involves discrete items.
Conclusions:
- Early quantification is likely driven by non-numerical perceptual cues, not innate number sense.
- Findings challenge traditional number-centric views of early quantification.
- Understanding non-numerical foundations is crucial for explaining the trajectory of numerical development.