The development of ordinal judging in numerical vs. non- numerical sequences
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1
University of Haifa, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, Israel
Most studies in the field of numerical cognition investigate magnitude representations. However, only few studies have focused on representations of ordinal relationships despite the fact that order is a hallmark feature of numbers. Several studies, for example, have shown that the ability to judge the order of numerical sequence is found in animals, as well as human infants, toddlers and adults alike. Furthermore, recent studies suggest that ordinality is not a specific feature of number processing alone but also of other sequences.
Hence, the aim of the current study was to expand previous studies and (1) to detect developmental differences in the ability to judge orders between numerical (multiple dot patterns) and also non-numerical (different brightness levels) sequences and (2) to study the relationship between these ordinal skills and verbal numerical knowledge by comparing verbal counting ability with performance in the ordinal judging tasks. In the study, 3-, 6- and 9-year-old children were asked to decide whether or not a series of 3 groups of dots (Experiment 1) or 3 circles with different levels of brightness (Experiment 2) were organized in an ordinal fashion. The results show interesting patterns of development in judging order of quantities and brightness and may suggest that the ability to jugde ordinality develops side by side with the development of the mental numbers line. Furthermore, these findings may suggest that, from a developmental perspective, ordinality and quantity are two aspects of the same process.
Conference:
EARLI SIG22 - Neuroscience and Education, Zurich, Switzerland, 3 Jun - 5 Jun, 2010.
Presentation Type:
Poster Presentation
Topic:
Number processing
Citation:
Sury
D and
Rubinsten
O
(2010). The development of ordinal judging in numerical vs. non- numerical sequences.
Front. Neurosci.
Conference Abstract:
EARLI SIG22 - Neuroscience and Education.
doi: 10.3389/conf.fnins.2010.11.00071
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Received:
01 Jun 2010;
Published Online:
01 Jun 2010.
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Correspondence:
Dana Sury, University of Haifa, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, Haifa, Israel, surydana@gmail.com