Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information

doi:10.3389/fpsyg.2018.02656

PSYCH OpenIR > 社会与工程心理学研究室

	Differences in Counting Skills Between Chinese and German Children Are Accompanied by Differences in Processing of Approximate Numerical Magnitude Information
	Lonnemann, Jan 1,2,3; Li, Su4,5 ; Zhao, Pei4,5,6 ; Linkersdoerfer, Janosch 2,3; Lindberg, Sven 3,7; Hasselhorn, Marcus 2,3,8; Yang, Song 9
通讯作者	Lonnemann, Jan(lonnemann@uni-potsdam.de)
	2019-01-08
发表期刊	FRONTIERS IN PSYCHOLOGY
ISSN	1664-1078
卷号	9 页码:8
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
DOI	10.3389/fpsyg.2018.02656
收录类别	SCI
语种	英语
项目资助者	Hessian initiative for the development of scientific and economic excellence (LOEWE)
资助项目	Hessian initiative for the development of scientific and economic excellence (LOEWE)
WOS研究方向	Psychology
WOS类目	Psychology, Multidisciplinary
WOS记录号	WOS:000455151700002
出版者	FRONTIERS MEDIA SA
关键词[WOS]	INDIVIDUAL-DIFFERENCES ; NUMBER
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.