新生儿对顺序呈现量顺序的不对称加工。

IF 3.8 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2025-08-06 DOI:10.1111/cdev.70025

Martina Arioli,Valentina Silvestri,Angelo Petrelli,Daniela Morniroli,Maria Lorella Giannì,Hermann Bulf,Viola Macchi Cassia

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引用次数: 0

摘要

四个月大的婴儿从基于数字和基于尺寸的视觉序列中提取顺序信息，前提是量级变化涉及到关系的增加。本研究在2018年至2022年期间，通过测试新生儿对数字反转（实验1，N = 22白人，11名女性）、存在冗余非数字定量线索时的数字顺序（实验2，N = 44白人，23名女性）或基于尺寸的顺序（实验3，N = 44白人，21名女性）的歧视，研究了顺序加工的个体发生起源。只有当数字（物品数量）和非数字（物品大小）提示同时发生变化，并随着习惯的增加而增加时，新生儿的习惯偏好才显示出成功的区分（p = 0.017, η2 p = 0.135）。这些发现，连同来自年龄较大的婴儿和非人类动物的证据，表明在个体发育和系统发育水平上的数量级表现是连续性的。

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Newborns' Asymmetrical Processing of Order From Sequentially Presented Magnitudes.

Four-month-old infants extract ordinal information in number-based and size-based visual sequences, provided that magnitude changes involve increasing relations. Here the ontogenetic origins of ordinal processing were investigated between 2018 and 2022 by testing newborns' discrimination of reversal in numerosity (Experiment 1, N = 22 White, 11 females), numerical order in the presence of redundant non-numerical quantitative cues (Experiment 2, N = 44 White, 23 females), or size-based order (Experiment 3, N = 44 White, 21 females). Newborns' post-habituation preferences revealed successful discrimination only when both numerical (items' number) and non-numerical (items' size) cues concurrently changed, and following habituation to increasing order (p = 0.017, η2 p = 0.135). These findings, along with evidence from older infants and non-human animals, suggest continuity in magnitude representation across ontogenetic and phylogenetic levels.

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.