![]() ![]() ![]() Others suggest that even during adulthood, numerosity is derived indirectly from other features, such as texture density and area. A recent influential developmental theory has further suggested that humans are not born with a specific ‘number sense’, but that this is moulded from a more generalized ‘magnitude-sense’ after experience. At the same time, the correlation between formal mathematics and numerosity proficiency may not reflect a direct link as the two tasks necessarily share cognitive resources for language-based numerical reasoning. Measuring directly the number sense can be troublesome, as numerosity intrinsically covaries with several other variables, such as area and density, making it difficult to ascertain what drives numerical judgements in comparison and estimation tasks. Signatures for a number sense have been found even in newborns, opening the suggestive hypothesis that it serves as an early toolkit for the acquisition of arithmetic skills later in life. Understanding numerosity processing is important for many reasons, not least because it predicts mathematical abilities, which has clear clinical, educational and economical implications.
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