In recent years, the development of number concepts has been conceptualized as a domain specific process that is guided by innate mechanisms and/or principles. This conceptualization implies that number concepts develop differently from other concepts and may be developmentally privileged. However, new research indicates that development of at least one aspect of number- the formation of numerical equivalence classes- is affected by similarity and naming in much the same way as other concepts (Mix, in press; under review). The three projects proposed here seek to investigate further the extent to which domain general processes apply to and explain the development of number concepts. Specifically, this research will (1) use a simple triad matching task to test whether preschoolers' equivalence judgments are affected by variations in numerically irrelevant surface features of the sets; (2) use a longitudinal design to track the development of various numerical skills and concepts in order to establish whether developmental trends suggested in cross-sectional research on number, comparison, and categorization are evident in individual development; and (3) use microgenetic training experiments to test whether experiences found to promote conceptual growth in other domains have similar effects on the formation of number categories. If number concepts develop like other concepts, it would provide important insight into the mechanisms that underlie number concept formation and suggest new avenues for research that have been overlooked in the domain specific framework. It would also increase what is known about the generalizability of the developmental processes that have been posited to explain comparison and categorization in other domains.

Agency
National Institute of Health (NIH)
Institute
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Type
Research Project (R01)
Project #
5R01HD037819-03
Application #
6388122
Study Section
Human Development and Aging Subcommittee 3 (HUD)
Program Officer
Feerick, Margaret M
Project Start
1999-05-01
Project End
2003-04-30
Budget Start
2001-05-01
Budget End
2002-04-30
Support Year
3
Fiscal Year
2001
Total Cost
$71,136
Indirect Cost
Name
Indiana University Bloomington
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
006046700
City
Bloomington
State
IN
Country
United States
Zip Code
47401
Mix, Kelly S (2008) Children's Numerical Equivalence Judgments: Crossmapping Effects. Cogn Dev 23:191-203
Paik, Jae H; Mix, Kelly S (2006) Preschoolers' use of surface similarity in object comparisons: taking context into account. J Exp Child Psychol 95:194-214
Paik, Jae H; Mix, Kelly S (2003) U.S. and Korean children's comprehension of fraction names: a reexamination of cross-national differences. Child Dev 74:144-54
Mix, Kelly S; Huttenlocher, Janellen; Levine, Susan C (2002) Multiple cues for quantification in infancy: is number one of them? Psychol Bull 128:278-94