关于学前数学的核心基础和概念变化的神经证据
Chi-Chuan Chen1, Ilaria Berteletti2, Daniel C Hyde1,3
1Department of Psychology, University of Illinois Urbana-Champaign, Champaign, Illinois, USA.
Developmental science
|August 6, 2024
概括
孩子们通过首先关注单个对象,然后将注意力转移到集合上来学习数字. 大脑活动显示,他们为数字词开发了精确的数值含义,这对于数学技能至关重要.
科学领域:
- 认知神经科学 认知神经科学
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 象征性算术,即理解数字词及其在计数中的使用,始于正式上学之前.
- 这一基本技能对于长期的数学成绩至关重要.
- 儿童获得早期数字知识的确切机制仍然不完全理解.
研究的目的:
- 调查早期数字学习的竞争理论.
- 检查幼儿数字数量比较中的神经处理差异.
- 阐明符号化数学的认知和神经基础.
主要方法:
- 与事件相关的大脑潜力 (ERP) 在128名学龄前儿童 (3-4岁) 中被测量.
- 一个新的任务是将数字词与视觉量进行比较.
- 对神经反应的分析与儿童数值发育的概念阶段有关.
主要成果:
- 儿童的神经处理数字显示出基于他们的概念发展阶段的质量差异.
- 早期的平行ERP (N1) 表示,随着概念理解的进步,人们的注意力从处理单个对象转移到关注整个集合.
- 后来,额头ERP (N2) 仅在更先进的儿童中显示出对数字距离的敏感性,这表明数字词的确切数字表示的形成.
结论:
- 早期的数字学习涉及从对象集中注意力过渡到集集中注意力.
- 孩子们最初可能会通过将它们与单个对象联系起来来学习数字和单词的含义,然后才会发展出抽象的核心价值.
- 幼儿的前脑活动表明,数字词的确切数值含义的发展与非象征性数值系统不同.
更多相关视频
08:05Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
Published on: June 30, 2020
7.5K
05:35Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
Published on: April 19, 2017
6.7K
相关概念视频
01:21The Nativist Approach
38
The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
38
01:17Piaget's Stage 3 of Cognitive Development
543
During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
543
01:14Piaget's Stage 1 of Cognitive Development
609
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
609
01:14Piaget's Stage 2 of Cognitive Development
70
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone,...
70
01:25Piaget's Theory of Cognitive Development from Childhood into Adulthood
102
Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of...
Schemata: Building Blocks of...
102
01:19Piaget's Stage 4 of Cognitive Development
42
The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
Abstract Reasoning and Hypothetical-Deductive Thinking
Unlike the concrete operational...
Abstract Reasoning and Hypothetical-Deductive Thinking
Unlike the concrete operational...
42