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" Multi-Modal Integration in Number Sense Acquisition "
Yuan, Arianna Xuefei
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1107802
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| Doc. No
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TLpq2456882064
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| Main Entry
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Yuan, Arianna Xuefei
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| Title & Author
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Multi-Modal Integration in Number Sense Acquisition\ Yuan, Arianna Xuefei
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| College
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Stanford University
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| Date
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2020
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| student score
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2020
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| Degree
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Ph.D.
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| Page No
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154
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| Abstract
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Mathematical concepts usually have multiple representations. Even the simplest mathematical concepts, such as natural numbers, can be grounded in various ways. Different representations of natural numbers are supported by diverse sensorimotor modalities. How do children learn to integrate representations of numbers from different modalities like visual, verbal, motion and gestures? In fact, this flexible mapping between different representations of natural numbers is an important component in numeric knowledge development, such as counting number of objects in a set (mapping cardinality to number word), naming an Arabic numeral (mapping written number symbols to verbal number words), number line estimation (mapping number words to positions on a number line), etc. In this PhD work, we systematically answer this question by building neural network models that simulate the learning procedure underlying diverse numeric processing tasks and thus account for multi-modal integration in number sense acquisition. It explains why symbolic numbers demonstrate similar properties as non-symbolic numbers, why training children on non-symbolic number arithmetic results in improvement on symbolic arithmetic and how they learn to selectively attend to different aspects of a number and processing numbers according to different instructions. Furthermore, we apply our model to a situated learning scenario, the number board game (e.g., Siegler and Ramani (2008)). We use our model to explain why playing the number board game leads to improvement in various basic number-related tasks, including numeral identification, magnitude comparison, counting, number line estimation, etc., and how such cross-task transfer happens. Our model provides a unified framework that simulates a diverse set of numeric processing tasks. Overall, it offers computational accounts for various empirical findings in the number cognition literature and deepens our understanding of the underlying mechanism in number sense acquisition.
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Psychology
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