Learning to count begins in infancy: Evidence from 18 month olds' visual preferences

Slaughter, Virginia, Itakura, Shoji, Kutsuki, Aya and Siegal, Michael (2011) Learning to count begins in infancy: Evidence from 18 month olds' visual preferences. Proceedings of the Royal Society B: Biological Sciences, 278 1720: 2979-2984. doi:10.1098/rspb.2010.2602


Author Slaughter, Virginia
Itakura, Shoji
Kutsuki, Aya
Siegal, Michael
Title Learning to count begins in infancy: Evidence from 18 month olds' visual preferences
Journal name Proceedings of the Royal Society B: Biological Sciences   Check publisher's open access policy
ISSN 0962-8452
1471-2954
Publication date 2011-10-07
Sub-type Article (original research)
DOI 10.1098/rspb.2010.2602
Volume 278
Issue 1720
Start page 2979
End page 2984
Total pages 6
Place of publication London, United Kingdom
Publisher The Royal Society Publishing
Collection year 2012
Language eng
Abstract We used a preferential looking paradigm to evaluate infants' preferences for correct versus incorrect counting. Infants viewed a video depicting six fish. In the correct counting sequence, a hand pointed to each fish in turn, accompanied by verbal counting up to six. In the incorrect counting sequence, the hand moved between two of the six fish while there was still verbal counting to six, thereby violating the one-to-one correspondence principle of correct counting. Experiment 1 showed that Australian 18 month olds, but not 15 month olds, significantly preferred to watch the correct counting sequence. In experiment 2, Australian infants' preference for correct counting disappeared when the count words were replaced by beeps or by Japanese count words. In experiment 3, Japanese 18 month olds significantly preferred the correct counting video only when counting was in Japanese. These results show that infants start to acquire the abstract principles governing correct counting prior to producing any counting behaviour.
Keyword Counting
One-to-one correspondence
Infancy
Preferential looking
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Psychology Publications
 
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