非数字特征无法预测真实世界刺激中的数字表现

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Emily M. Sanford, Justin Halberda
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引用次数: 0

摘要

有人提出,人类利用非数字特征(例如凸壳和表面积)来估计场景中物体的数量。如果这些特征真的与世界中的物体数量相关,那么这将是一种有利的进化策略,但这一观点从未经过实证检验。在这里,我们量化了两组相关图像中数字特征与非数字特征之间关系的强度:儿童数数书中的插图和现实世界中的照片。我们发现,与照片相比,算数书中的非数字特征对物体数量的预测性要弱得多,尽管前者是专门为教授儿童数字而设计的。然后,通过三个行为实验,我们询问照片中更强的关系是否能预测成人(人数=120)和儿童(人数=94;平均年龄=7;2 岁)更好的数字估计成绩。我们的实验表明,尽管书籍中的非数字特征对数字的预测性较弱,但从计数书籍中估计数字比从照片中估计数字更容易。这项分析使用了真实世界的刺激物,并对非数字特征本质上参与数字提取的说法提出了质疑。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Non-numerical features fail to predict numerical performance in real-world stimuli

It has been proposed that humans use non-numerical features (such as convex hull and surface area) to estimate the number of objects in a scene. This would be an evolutionarily advantageous strategy if such features truly patterned with number in the world, but this has never been empirically tested. Here, we quantify the strength of the relationship between number and non-numerical features in two relevant image sets: the illustrations from children’s counting books, and real-world photographs. We find that non-numerical features are much less predictive of the number of objects in counting books than in photographs, despite the former being specifically designed for use in teaching children about numbers. Then, across three behavioral experiments, we ask whether the stronger relationship in photographs predicts better number estimation performance in adults (N = 120) and in children (N = 94; M age = 7;2 years). Our experiments reveal that number estimation is easier from the counting books than the photographs, even though non-numerical features are less predictive of number in books. This analysis uses real-world stimuli and draws into question the claim that non-numerical features are intrinsically involved in number extraction.

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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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