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Development of Number Concepts in Children

This overview explores how children, especially infants aged 5-6 months, develop number concepts. It discusses the experimental design that capitalizes on infants’ tendency to look longer at unexpected outcomes, revealing insights into their understanding of small numbers. The study further examines infants' capacity to enumerate physical objects, the implications of various experimental controls, and how these findings relate to adult numerical capabilities. Key theories, such as the Accumulator Theory and Object File Theory, are analyzed, alongside conclusions regarding number estimation in both small and large quantities.

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Development of Number Concepts in Children

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  1. Development of Number Concepts in Children

  2. Overview • Why is this relevant? • How do infants process numbers at 5-6 months? • Basis for experimental design: Infants have a tendency to look longer at unexpected results and objects

  3. Small Numbers System • Capabilities in adults • Boundaries in infants • Can infants enumerate physical objects and action?

  4. Karen Wynn (1998) • Experimental Variation • 1+1= 1 or 2 • 2-1= 1 or 2

  5. Additional Controls • 1+1= 2 or 3 • 3-1= 2 or 3 • 1-1= 0 or 1 • Rotating Platform Control and Object Tracking Theory

  6. Conclusions • Accumulator Theory • Object File • But what about larger numbers?

  7. Fei Xu (2003) • Disc Test

  8. Disc Test • Area Control • Contour Line Control • Weber Ratio • 2 vs. 4 (small number discrimination) • 4 vs. 8 (large number discrimination) • 2 vs. 3 ?

  9. Results • 4 vs. 8

  10. Results • 2 vs. 4

  11. Conclusions • Number Estimation System • Weber fraction • Output of object tracking system inhibits number estimation system • Object Tracking • Limit 3, maybe 4 objects

  12. Interpretations • Error extent of data • Task Difference • Props • General Conclusion: • Accumulator vs. object tracking in small numbers • Number estimation for large numbers

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