Learning to focus on number
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Learning to focus on number. / Piazza, Manuela; De Feo, Vito; Panzeri, Stefano; Dehaene, Stanislas.
in: COGNITION, Jahrgang 181, 12.2018, S. 35-45.Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung
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TY - JOUR
T1 - Learning to focus on number
AU - Piazza, Manuela
AU - De Feo, Vito
AU - Panzeri, Stefano
AU - Dehaene, Stanislas
N1 - Copyright © 2018 Elsevier B.V. All rights reserved.
PY - 2018/12
Y1 - 2018/12
N2 - With age and education, children become increasingly accurate in processing numerosity. This developmental trend is often interpreted as a progressive refinement of the mental representation of number. Here we provide empirical and theoretical support for an alternative possibility, the filtering hypothesis, which proposes that development primarily affects the ability to focus on the relevant dimension of number and to avoid interference from irrelevant but often co-varying quantitative dimensions. Data from the same numerical comparison task in adults and children of various levels of numeracy, including Mundurucú Indians and western dyscalculics, show that, as predicted by the filtering hypothesis, age and education primarily increase the ability to focus on number and filter out potentially interfering information on the non-numerical dimensions. These findings can be captured by a minimal computational model where learning consists in the training of a multivariate classifier whose discrimination boundaries get progressively aligned to the task-relevant dimension of number. This view of development has important consequences for education.
AB - With age and education, children become increasingly accurate in processing numerosity. This developmental trend is often interpreted as a progressive refinement of the mental representation of number. Here we provide empirical and theoretical support for an alternative possibility, the filtering hypothesis, which proposes that development primarily affects the ability to focus on the relevant dimension of number and to avoid interference from irrelevant but often co-varying quantitative dimensions. Data from the same numerical comparison task in adults and children of various levels of numeracy, including Mundurucú Indians and western dyscalculics, show that, as predicted by the filtering hypothesis, age and education primarily increase the ability to focus on number and filter out potentially interfering information on the non-numerical dimensions. These findings can be captured by a minimal computational model where learning consists in the training of a multivariate classifier whose discrimination boundaries get progressively aligned to the task-relevant dimension of number. This view of development has important consequences for education.
KW - Adolescent
KW - Adult
KW - Child
KW - Child, Preschool
KW - Decision Making
KW - Humans
KW - Information Theory
KW - Learning
KW - Mathematical Concepts
KW - Middle Aged
KW - Models, Psychological
KW - Multivariate Analysis
KW - Young Adult
U2 - 10.1016/j.cognition.2018.07.011
DO - 10.1016/j.cognition.2018.07.011
M3 - SCORING: Journal article
C2 - 30118966
VL - 181
SP - 35
EP - 45
JO - COGNITION
JF - COGNITION
SN - 0010-0277
ER -