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

 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（由申请人提供）：处理的发展已经被研究了几十年，至少从皮亚杰对儿童数字和数量推理的开创性研究开始，从 20 世纪 80 年代进行的现在经典研究开始，已经取得了显着的成果。对婴儿期这种推理起源的兴趣，许多研究都是出于了解婴儿所拥有的核心数字系统并记录婴儿处理数量信息的早熟能力的愿望。是时候转移焦点了，这样我们就可以了解这些能力在婴儿期的发展。现有的文献提供了不同的结果，但对于为什么这些结果是混合的，却很少有明确的答案。 婴儿对数字和数量很敏感，但不太清楚的是这种敏感性是如何发展的，以及婴儿如何关注某些维度（例如确切的数字）而忽略其他维度（例如总面积）出于多种原因，理解这种发展很重要。世界上的有效运作取决于推理。即使是婴儿也需要对数量敏感，以做出如何行动的决定、跟踪定量物体并准确地表示周围的世界。此外，科学技术的进步需要强大的定量能力。婴儿期和幼儿期的数字能力可能是最后，一些发育障碍（如威廉氏综合症和脆性 X 综合症）会损害数字处理能力，并制定帮助儿童应对障碍的干预措施。尽管对婴儿视觉数字处理的研究已经有几十年了，但对于这种能力是如何发展的，人们仍然知之甚少。注意数量。这些重要的研究记录了婴儿的能力，但对这些过程如何发展的了解有限。对成人的研究表明，小组数字的处理与其他视觉注意力和感知过程密切相关。小集合的处理也与视觉认知能力有关。该项目探讨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发展。与总面积（实验 1）。这是一个重要的问题，因为它将提供对婴儿如何平衡对多种视觉特征的注意力的理解。理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研究的主题，因此，此外，该项目将研究数字处理的个体差异与其他认知能力的个体差异之间的关系（实验 2）。在感知物品、关注物品的同时呈现，此外，其中一些其他过程可能对于视觉数字处理很重要（即，识别存在多少项目取决于将项目视为单独的项目）。因此，对数字处理的完整理解需要研究如何进行。数字处理与其他视觉认知过程相关。