Learning a Novel Number System
The Role of Compositional Rules and Counting Procedures
Dados Bibliográficos
| ID | 7150280 |
|---|---|
| Autores | Sebastian Holt (Department of Psychology University of California, autor correspondente), David Barner (0009-0004-3439-3145, Department of Psychology University of California) |
| Ano | 2025 |
| Volume | 49 |
| Fascículo | 6 |
| Páginas | e70071-e70071 |
| Data de publicação | 2025-06-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Cognitive Science (JOURNAL) |
| Identificadores do periódico | ISSN: 0364-0213 • E-ISSN: 1551-6709 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/cogs.70071 |
| PMID | 40478610 |
| OpenAlex | W4411089504 |
| Idioma | EN |
| Referências citadas | 71 |
Humans count to indefinitely large numbers by recycling words from a finite list, and combining them using rules—for example, combining sixty with unit labels to generate sixty‐one, sixty‐two, and so on. Past experimental research has focused on children learning base‐10 systems, and has reported that this rule learning process is highly protracted. This raises the possibility that rules are slow to emerge because they are not needed in order to represent smaller numbers (e.g., up to 20). Here, we investigated this possibility in adult learners by training them on a series of artificial number “languages” that manipulated the availability of rules, by varying the numerical base in each language. We found (1) that the size of a base—for example, base‐2 versus base‐5—had little effect on learning, (2) that learners struggled to acquire multiplicative rules while they learned additive rules more easily, (3) that memory for number words was greater when they were taught as part of a sequential count list, but (4) that learning numbers as part of a rote list may impair the ability to map them to magnitudes
Arithmetic · Cooperative learning · Knowledge base · Mathematics education · Multiplicative function · Natural language processing · Programming language · Rote learning · Teaching method · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics · Mathematics Education and Teaching Techniques · Reading and Literacy Development · Artificial Intelligence
The Materiality of Numbers
Children’s Counting and Concepts of Number
The Origin of Concepts
Children's acquisition of the number words and the counting system
Numerical Cognition Without Words
How Efficiency Shapes Human Language
One, two, three, four, nothing more
Children's understanding of counting
Home numeracy experiences and children’s math performance in the early school years.
How counting represents number
Exact and Approximate Arithmetic in an Amazonian Indigene Group
Number as a cognitive technology
The Structural Sources of Verb Meanings
Numeral Systems Across Languages Support Efficient Communication
Many systems, one strategy
Do children use language structure to discover the recursive rules of counting
Assessing the knower-level framework
Do children derive exact meanings pragmatically? Evidence from a dual morphology language
What Counts? Sources of Knowledge in Children’s Acquisition of the Successor Function
Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge
Growing a numeral system
Acquisition of the cardinal word principle
Bootstrapping & the origin of concepts
Reckonings
The Ethnography of the Western Tribe of Torres Straits
Number as a Second-Order Concept
How could a child use verb syntax to learn verb semantics
When it is better to receive than to give
Language and number. The emergence of a cognitive system
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |