{"title":"非数字特征无法预测真实世界刺激中的数字表现","authors":"Emily M. Sanford, Justin Halberda","doi":"10.1016/j.cogdev.2023.101415","DOIUrl":null,"url":null,"abstract":"<div><p>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; <em>M</em> 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 <em>less</em> 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.</p></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S088520142300120X/pdfft?md5=aa4642a2fd32df13965f71913eab3090&pid=1-s2.0-S088520142300120X-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Non-numerical features fail to predict numerical performance in real-world stimuli\",\"authors\":\"Emily M. Sanford, Justin Halberda\",\"doi\":\"10.1016/j.cogdev.2023.101415\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>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; <em>M</em> 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 <em>less</em> 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.</p></div>\",\"PeriodicalId\":51422,\"journal\":{\"name\":\"Cognitive Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S088520142300120X/pdfft?md5=aa4642a2fd32df13965f71913eab3090&pid=1-s2.0-S088520142300120X-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cognitive Development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S088520142300120X\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S088520142300120X","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
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.
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.