Language, Procedures, and the Non-Perceptual Origin of Number Word Meanings

Autor/in	Barner, David
Titel	Language, Procedures, and the Non-Perceptual Origin of Number Word Meanings
Quelle	In: Journal of Child Language, 44 (2017) 3, S.553-590 (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Numbers; Perception; Children; Learning; Inferences; Association (Psychology); Child Language; Child Development; Computation; Semantics + Suchen Sie Ihr Suchwort? Zahlenraum; Wahrnehmung; Child; Kind; Kinder; Lernen; Inference; Inferenz; Assoziation; 'Children''s language'; Kindersprache; Kindesentwicklung; Semantik
Abstract	Perceptual representations of objects and approximate magnitudes are often invoked as building blocks that children combine to acquire the positive integers. Systems of numerical perception are either assumed to contain the logical foundations of arithmetic innately, or to supply the basis for their induction. I propose an alternative to this framework, and argue that the integers are not learned from perceptual systems, but arise to explain perception. Using cross-linguistic and developmental data, I show that small (~1-4) and large (~5+) numbers arise both historically and in individual children via distinct mechanisms, constituting independent learning problems, neither of which begins with perceptual building blocks. Children frst learn small numbers using the same logic that supports other linguistic number marking (e.g. singular/plural). Years later, they infer the logic of counting from the relations between large number words and their roles in blind counting procedures, only incidentally associating number words with approximate magnitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01