The development of number processing and attention in infancy

婴儿期数字处理和注意力的发展

• 批准号: 8968486
• 负责人: LISA M OAKES
• 金额: $ 7.83万
• 依托单位: UNIVERSITY OF CALIFORNIA AT DAVIS
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-27 至 2017-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8968486
• 关键词: Accounting; Address; Adult; Age; Age-Months; Animals; Area; Attention; Brain; Characteristics; Child; Childhood; Cognitive; Crowding; Decision Making; Development; Dimensions; Discipline; Disease; Down Syndrome; Engineering; Ensure; Equilibrium; Fragile X Syndrome; Goals; Impairment; Individual; Individual Differences; Individuation; Infant; Infant Development; Intervention; Knowledge; Literature; Mathematics; Memory; Neurodevelopmental Disorder; Newborn Infant; Parietal; Parietal Lobe; Perception; Performance; Population; Process; Property; Psyche structure; Quantitative Reasoning; Research; Schools; Science; Seminal; Short-Term Memory; Structure; Subway; System; Systems Development; Technology; Time; Tweens; Visual; Visual Perception; Visual attention; Williams Syndrome; Work; cognitive ability; cognitive development; cognitive process; cognitive system; cognitive task; coping; developmental disease; early childhood; experience; infancy; infant animal; information processing; insight; interest; mathematical ability; programs; public health relevance; research study; skills; success; therapy development; visual process; visual processing; Accounting; Address; Adult; Age; Age-Months; Animals; Area; Attention; Brain; Characteristics; Child; Childhood; Cognitive; Crowding; Decision Making; Development; Dimensions; Discipline; Disease; Down Syndrome; Engineering; Ensure; Equilibrium; Fragile X Syndrome; Goals; Impairment; Individual; Individual Differences; Individuation; Infant; Infant Development; Intervention; Knowledge; Literature; Mathematics; Memory; Neurodevelopmental Disorder; Newborn Infant; Parietal; Parietal Lobe; Perception; Performance; Population; Process; Property; Psyche structure; Quantitative Reasoning; Research; Schools; Science; Seminal; Short-Term Memory; Structure; Subway; System; Systems Development; Technology; Time; Tweens; Visual; Visual Perception; Visual attention; Williams Syndrome; Work; cognitive ability; cognitive development; cognitive process; cognitive system; cognitive task; coping; developmental disease; early childhood; experience; infancy; infant animal; information processing; insight; interest; mathematical ability; programs; public health relevance; research study; skills; success; therapy development; visual process; visual processing

 DESCRIPTION (provided by applicant): The development of quantitative processing has been studied for decades, at least from the time of seminal studies by Piaget on children's reasoning about number and quantity. Beginning with now-classic studies conducted in the 1980s, there has been significant interest in the origins of such reasoning in infancy. Many of these studies are motivated by a desire to understand the core number systems that infants have, and to document infants' precocious abilities to process information about quantity. It is time for a shif in focus, so we can understand the development of these abilities in infancy. The existing literature provides mixed results and few clear answers for why the findings are mixed. It is clear that infants are sensitive to number and quantity. What is less clear is how this sensitivity develops, and how infants focus on some dimensions, such as exact number, and ignore other dimensions, such as total area. Understanding this development is important for several reasons. Effective functioning in the world depends on quantitative reasoning. Even infants need to be sensitive to quantity to make decisions about how to act, track objects, and accurately represent the world around them. In addition, advances in science and technology require strong quantitative abilities, and numerical abilities in infancy and early childhood may be related to quantitative abilities later in childhood. Finally, numerical processing is impaired n a number of developmental disorders, such as William's Syndrome and Fragile X syndrome. A complete understanding of such disorders-and the development of interventions to help children cope with impairments-requires a complete understanding of typical development. Although infants' visual number processing has been studied for decades, there remains little understanding into how this ability develops. Studies have asked whether or not infants attend to number or other features of displays, and what conditions encourage infants' attention to number. These important studies document infants' ability, but have yielded limited understanding into how these processes develop. Research with adults has revealed that processing of small sets of numbers is closely related to other visual attentional and perceptual processes. Thus, it is possible that infants' processing of small sets is also related to those visual cognitive abilities. This project asks how the development of number processing can be understood by relating this processing to other aspects of visual processing. This project will aim to uncover the development of infants' attention to number versus total area (Experiment 1). This is an important question because it will provide understanding into how infants' balance their attention to multiple visual features. Understanding how infants' balance and control their attention in this way has been the topic of research in other domains. The proposed project, therefore, will allow closer ties to those other domains. In addition, this project will examine ho individual differences in number processing are related to individual differences in other cognitive abilities (Experiment 2). Number processing does not happen in isolation. We determine how many items are present while perceiving the items, attending to them, forming memories of them. In addition, some of these other processes may be important for visual number processing (i.e., recognizing how many items are present depends on perceiving the items as individual items). Thus, a complete understanding of number processing requires examining how number processing is related to other visual cognitive processes.

 描述（由适用提供）：至少从第二次研究开始，已经研究了定量处理的开发数十年来，有关儿童关于数量和数量的推理。从1980年代进行的现实研究开始，对婴儿期这种推理的起源产生了巨大的兴趣。这些研究中的许多是出于了解婴儿拥有的核心数量系统的愿望，并记录婴儿早熟的能力来处理有关数量的信息。现在是集中精力的时候了，因此我们可以理解婴儿期这些能力的发展。现有文献提供了不同的结果，几乎没有明确的答案，为什么这些发现混合在一起。很明显 婴儿对数量和数量敏感。尚不清楚的是，这种敏感性发展以及婴儿如何专注于某些维度（例如确切数字）以及忽略其他维度（例如总面积）。理解这一发展很重要，原因有几个。世界上有效的功能取决于定量推理。即使是婴儿也需要对数量敏感，以决定如何行动，跟踪对象并准确地代表周围的世界。此外，科学和技术的进步需要强大的定量能力，婴儿期和幼儿期的数值能力可能与童年后期的定量能力有关。最后，数值处理受到许多发育障碍的损害，例如威廉综合征和脆弱的X综合征。对这种疾病的完整理解，以及干预措施的发展，以帮助儿童应对障碍 - 需要完全了解典型发展。尽管已经研究了婴儿的视觉数量处理数十年，但对这种能力发展的方式几乎没有理解。研究询问婴儿是否参加显示的数字或其他特征，以及哪些条件鼓励婴儿对数字的关注。这些重要的研究记录了婴儿的能力，但对这些过程的发展有所了解。与成年人的研究表明，对小数数字的处理与其他视觉注意和感知过程密切相关。这是婴儿对小型集合的处理也可能与那些视觉认知能力有关。该项目询问如何通过将这种处理与视觉处理的其他方面联系起来来理解数字处理的开发。该项目旨在揭示婴儿对数量与总面积的关注（实验1）的发展。这是一个重要的问题，因为它将提供对婴儿如何平衡他们对多个视觉特征的理解。了解婴儿如何以这种方式平衡和控制他们的注意力一直是其他领域的研究主题。因此，拟议的项目将允许与其他领域更紧密联系。此外，该项目将检查数量处理中的个体差异与其他认知能力的个体差异有关（实验2）。数字处理不会孤立地进行。我们确定在感知物品（参与其中的物品）时，会有多少个物品，形成了它们的记忆。此外，其他一些过程对于视觉数字处理可能很重要（即，识别存在多少项目取决于这些项目作为单个项目）。这是对数字处理的完整理解，需要检查数字处理与其他视觉认知过程的关系。