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561.
Charlotte Viktorsson Marcus Lindskog Danyang Li Kristiina Tammimies Mark J. Taylor Angelica Ronald Terje Falck-Ytter 《Developmental science》2023,26(4):e13347
The ability to perceive approximate numerosity is present in many animal species, and emerges early in human infants. Later in life, it is moderately heritable and associated with mathematical abilities, but the etiology of the Approximate Number System (ANS) and its degree of independence from other cognitive abilities in infancy is unknown. Here, we assessed the phenotypic specificity as well as the influence of genetic and environmental factors on the ANS in a sample of 5-month-old twins (N = 514). We found a small-to-moderate but statistically significant effect of genetic factors on ANS acuity (heritability = 0.18, 95% CI: 0.02, 0.33), but only when differences in numerosity were relatively large (1:4 ratio). Non-verbal ability assessed with the Mullen Scales of Early Learning (MSEL) was found to be heritable (0.47; 95% CI: 0.34, 0.57) and the phenotypic association between ANS acuity and non-verbal ability performance was close to zero. Similarly, we found no association between ANS acuity and general attention during the task. An unexpected weak but statistically significant negative association between ANS acuity and scores on the receptive language scale of the MSEL was found. These results suggest that early ANS function may be largely independent from other aspects of non-verbal development. Further, variability in ANS in infancy seems to, to some extent, reflect genotypic differences in the population.
Highlights
- Assessing 514 infant twins with eye tracking, we found that infants' sense of approximate numerosity is heritable and not positively associated with concurrent attentional, cognitive or motor abilities.
- These results have implications for our understanding of development of mathematical ability and the link between cognitive abilities early in postnatal life.
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ABSTRACTWe argue that honesty in assertion requires non-empirical knowledge that what one asserts is what one believes. Our argument proceeds from the thought that to assert honestly, one must follow and not merely conform to the norm ‘Assert that p only if you believe that p’. Furthermore, careful consideration of cases shows that the sort of doxastic self-knowledge required for following this norm cannot be acquired on the basis of observation, inference, or any other form of detection of one’s own doxastic states. It is, as we put it, transparent rather than empirical self-knowledge. 相似文献
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Kurt Michalczyk Kristin Krajewski Anna‐Lena Preβler Marcus Hasselhorn 《The British journal of developmental psychology》2013,31(4):408-424
In this study, the interdependencies among phonological awareness, verbal working memory components, and early numerical skills in children 1 year before school entry are addressed. Early numerical skills were conceptualized as quantity‐number competencies (QNC) at both basic (QNC Level 1) and advanced (QNC Level 2) levels. In a sample of 1,343 children aged 5 and 6, structural equation modelling provided support for the isolated number words hypothesis (Krajewski & Schneider, 2009, J. Exp. Child Psychol., 103, 516–531). This hypothesis claims that phonological awareness contributes to the acquisition of QNC Level 1, such as learning the number word sequence, but not of QNC Level 2, which requires the linkage of number words to quantities. In addition, phonological awareness relied on verbal working memory, especially with regard to the phonological loop, central executive, and episodic buffer. The results were congruent with the idea that phonological awareness mediates the impact of verbal working memory on QNCs. The relationships between verbal working memory, phonological awareness, and QNCs were comparable in monolingual and bilingual children. 相似文献
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