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Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information
Lonnemann, Jan1,2,3; Li, Su4,5; Zhao, Pei4,5,6; Linkersdoerfer, Janosch2,3; Lindberg, Sven3,7; Hasselhorn, Marcus2,3,8; Yang, Song9
First AuthorLonnemann, Jan
2019-01-08
Source PublicationFRONTIERS IN PSYCHOLOGY
Correspondent Emaillonnemann@uni-potsdam.de
ISSN1664-1078
SubtypeArticle
Volume9Pages:8
Contribution Rank4
Abstract

Human beings are supposed to possess an approximate number system (ANS) dedicated to extracting and representing approximate numerical magnitude information as well as an object tracking system (OTS) for the rapid and accurate enumeration of small sets. It is assumed that the OTS and the ANS independently contribute to the acquisition of more elaborate numerical concepts. Chinese children have been shown to exhibit more elaborate numerical concepts than their non-Chinese peers, but it is still an open question whether similar cross-national differences exist with regard to the underlying systems, namely the ANS and the OTS. In the present study, we investigated this question by comparing Chinese and German preschool children with regard to their performance in a non-symbolic numerical magnitude comparison task (assessing the ANS) and in an enumeration task (assessing the OTS). In addition, we compared children's counting skills. To ensure that possible between-group differences could not be explained by differences in more general performance factors, we also assessed children's reasoning ability and processing speed. Chinese children showed a better counting performance and a more accurate performance in the non-symbolic numerical magnitude comparison task. These differences in performance could not be ascribed to differences in reasoning abilities and processing speed. In contrast, Chinese and German children did not differ significantly in the enumeration of small sets. The superior counting performance of Chinese children was thus found to be reflected in the ANS but not in the OTS.

KeywordApproximate Number System Subitizing Counting Cross-national Comparison Preschool
DOI10.3389/fpsyg.2018.02656
Indexed BySCI
Language英语
Funding ProjectHessian initiative for the development of scientific and economic excellence (LOEWE)
WOS Research AreaPsychology
WOS SubjectPsychology, Multidisciplinary
WOS IDWOS:000455151700002
PublisherFRONTIERS MEDIA SA
WOS KeywordIndividual-differences ; Number
Citation statistics
Document Type期刊论文
Identifierhttp://ir.psych.ac.cn/handle/311026/28032
Collection社会与工程心理学研究室
Corresponding AuthorLonnemann, Jan
Affiliation1.Univ Potsdam, Empir Childhood Res, Potsdam, Germany
2.Leibniz Inst Res & Informat Educ DIPF, Dept Educ & Human Dev, Frankfurt, Germany
3.Ctr Individual Dev & Adapt Educ Children Risk IDe, Frankfurt, Germany
4.Chinese Acad Sci, Inst Psychol, Beijing, Peoples R China
5.UCAS, Dept Psychol, Beijing, Peoples R China
6.Beijing City Univ, Fac Educ, Beijing, Peoples R China
7.Univ Paderborn, Fac Arts & Humanities, Paderborn, Germany
8.Goethe Univ Frankfurt Main, Dept Educ Psychol, Frankfurt, Germany
9.Jacobs Univ Bremen, Dept Psychol & Methods, Bremen, Germany
Recommended Citation
GB/T 7714
Lonnemann, Jan,Li, Su,Zhao, Pei,et al. Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information[J]. FRONTIERS IN PSYCHOLOGY,2019,9:8.
APA Lonnemann, Jan.,Li, Su.,Zhao, Pei.,Linkersdoerfer, Janosch.,Lindberg, Sven.,...&Yang, Song.(2019).Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information.FRONTIERS IN PSYCHOLOGY,9,8.
MLA Lonnemann, Jan,et al."Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information".FRONTIERS IN PSYCHOLOGY 9(2019):8.
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