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![]() ![]() | |
第一作者 | Lonnemann, Jan |
通讯作者邮箱 | lonnemann@uni-potsdam.de |
心理所单位排序 | 4 |
摘要 | 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. |
关键词 | Approximate Number System Subitizing Counting Cross-national Comparison Preschool |
2019-01-08 | |
语种 | 英语 |
DOI | 10.3389/fpsyg.2018.02656 |
发表期刊 | FRONTIERS IN PSYCHOLOGY
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ISSN | 1664-1078 |
卷号 | 9页码:8 |
期刊论文类型 | Article |
收录类别 | SCI |
资助项目 | Hessian initiative for the development of scientific and economic excellence (LOEWE) ; Hessian initiative for the development of scientific and economic excellence (LOEWE) |
出版者 | FRONTIERS MEDIA SA |
WOS关键词 | Individual-differences ; Number |
WOS研究方向 | Psychology |
WOS类目 | Psychology, Multidisciplinary |
WOS记录号 | WOS:000455151700002 |
引用统计 | |
文献类型 | 期刊论文 |
条目标识符 | http://ir.psych.ac.cn/handle/311026/28032 |
专题 | 社会与工程心理学研究室 |
通讯作者 | Lonnemann, Jan |
作者单位 | 1.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 |
推荐引用方式 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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