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The enigma of number: why children find the meanings of even small number words hard to learn and how we can help them do better.

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Academic year: 2017

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Figure 1. The challenges presented by number learning. This picture contains nine objects: one red ball, two hats, three balls and four bears; there are more bears than balls or hats, fewer hats than balls, and more balls and hats than bears
Figure 2. How the number three is learned over time. In competitive discrimination learning, positive evidence (reinforcement) increases associative value for cues, whereas negative evidence (prediction-error) correspondingly decreases value
Figure 4. Simulation 1: The impact of temporal sequ nce on number learning. Panel A depicts a simulation of number learning in which object Features predict Labels (FL-learning), while Panel B depicts a simulation in which Labels predict Features (LF-learn
Figure 7 shows how six FL-training blocks of even sets (2, 4, 6) actually improved discrimination of untrained, odd sets (5, 7).
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