國立虎尾科技大學 |

The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes./
作者:	Sullivan, Jessica L.
面頁冊數:	1 online resource (157 pages)
附註:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: B.
標題:	Cognitive psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9781321023336

The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes.
Sullivan, Jessica L.

The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes. - 1 online resource (157 pages)

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: B.

Thesis (Ph.D.)--University of California, San Diego, 2014.

Includes bibliographical references

This dissertation investigates the development of mappings between the verbal number system and nonverbal modes of numerical representation. Chapter 1 tests the proposal that adults connect number language to nonverbal number representations via two learning mechanisms: Associative Mapping and Structure Mapping. Associative Mapping in this context is an item-by-item linking of particular number words to particular nonverbal representations of number (e.g., by connecting the word twenty to nonverbal representations of `about 20 things'). In contrast, Structure Mapping is a holistic inference about the relation between two systems - in this case, the verbal and nonverbal number systems. Data from four tasks provide evidence that adults rely on Associative Mappings for number words up to about 12, and Structure Mapping for larger number words. This suggests that multiple learning mechanisms aid in connecting number language to the numerical content that it represents. Chapter 2 tests the development of children's reliance on Associative Mapping and Structure Mapping when connecting number language to nonverbal representations of number. Do children initially rely primarily on Associative Mapping, Structure Mapping, or a combination of the two? What types of changes occur over time to children's mappings? These data show that children rely on Associative Mappings for numbers up to about 6, and Structure Mapping for larger numbers. This suggests that (a) inferential processes like those underlying Structure Mapping are essential to even children's earliest estimation abilities and (b) developmental changes to estimation ability in early development cannot be accounted for by improvements to Associative Mappings. Chapter 3 extends the finding that children rely on Structure Mapping to connect number language to nonverbal representations of number by asking about the types of structural inferences that children make when connecting number language to nonverbal quantity representations. This paper proposes two possible structures that could underlie SM - one based on the relative ordering of numbers and the other based on the relative distance between numbers. This paper also addresses the question of whether children make inferences about the structural relation between number language and nonverbal quantity representations on a trial-to-trial basis or over a more extended period of time.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781321023336Subjects--Topical Terms:

556029
Cognitive psychology.
Index Terms--Genre/Form:

554714
Electronic books.

The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes.
LDR:03668ntm a2200337K 4500 001 913737
005 20180622095236.5
006 m o u
007 cr mn||||a|a||
008 190606s2014 xx obm 000 0 eng d
020 $a 9781321023336
035 $a (MiAaPQ)AAI3627199
035 $a (MiAaPQ)ucsd:14025
035 $a AAI3627199
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Sullivan, Jessica L. $3 1186693
245 1 4 $a The Roles of Inference and Associative Learning in the Construction of Mappings Between Number Words and Numerical Magnitudes.
264 0 $c 2014
300 $a 1 online resource (157 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: B.
500 $a Adviser: David A. Barner.
502 $a Thesis (Ph.D.)--University of California, San Diego, 2014.
504 $a Includes bibliographical references
520 $a This dissertation investigates the development of mappings between the verbal number system and nonverbal modes of numerical representation. Chapter 1 tests the proposal that adults connect number language to nonverbal number representations via two learning mechanisms: Associative Mapping and Structure Mapping. Associative Mapping in this context is an item-by-item linking of particular number words to particular nonverbal representations of number (e.g., by connecting the word twenty to nonverbal representations of `about 20 things'). In contrast, Structure Mapping is a holistic inference about the relation between two systems - in this case, the verbal and nonverbal number systems. Data from four tasks provide evidence that adults rely on Associative Mappings for number words up to about 12, and Structure Mapping for larger number words. This suggests that multiple learning mechanisms aid in connecting number language to the numerical content that it represents. Chapter 2 tests the development of children's reliance on Associative Mapping and Structure Mapping when connecting number language to nonverbal representations of number. Do children initially rely primarily on Associative Mapping, Structure Mapping, or a combination of the two? What types of changes occur over time to children's mappings? These data show that children rely on Associative Mappings for numbers up to about 6, and Structure Mapping for larger numbers. This suggests that (a) inferential processes like those underlying Structure Mapping are essential to even children's earliest estimation abilities and (b) developmental changes to estimation ability in early development cannot be accounted for by improvements to Associative Mappings. Chapter 3 extends the finding that children rely on Structure Mapping to connect number language to nonverbal representations of number by asking about the types of structural inferences that children make when connecting number language to nonverbal quantity representations. This paper proposes two possible structures that could underlie SM - one based on the relative ordering of numbers and the other based on the relative distance between numbers. This paper also addresses the question of whether children make inferences about the structural relation between number language and nonverbal quantity representations on a trial-to-trial basis or over a more extended period of time.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Cognitive psychology. $3 556029
650 4 $a Developmental psychology. $3 557458
650 4 $a Psychology. $3 555998
655 7 $a Electronic books. $2 local $3 554714
690 $a 0633
690 $a 0620
690 $a 0621
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of California, San Diego. $b Psychology. $3 1186694
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3627199 $z click for full text (PQDT)