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Association: Name: XVth Biennial International Conference on Infant Studies URL: http://www.isisweb.org
Citation: URL: http://www.allacademic.com/meta/p115510_index.html Direct Link: HTML Code:

Chen, Marian. and Leslie, Alan. "Do 9-month-olds track discrete quantity?" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan, Jun 19, 2006 <Not Available>. 2009-05-25 <http://www.allacademic.com/meta/p115510_index.html>

Chen, M. L. and Leslie, A. M. , 2006-06-19 "Do 9-month-olds track discrete quantity?" Paper presented at the annual meeting of the XVth Biennial International Conference on Infant Studies, Westin Miyako, Kyoto, Japan <Not Available>. 2009-05-25 from http://www.allacademic.com/meta/p115510_index.html

Publication Type: Individual Poster Abstract: Background and Aims: Do infants attend to discrete quantity information? Studies showing that they do often fail to control properly for continuous variables (Clearfield and Mix, 1999). More recent studies suggest that infants ignore discrete quantity information except when continuous quantity information is inaccessible (Feigenson, 2003). However, when continuous and discrete quantities are equally good sources of information, which do infants choose? A previous study pitting discrete and continuous variables against each other found that twelve-month-olds do track discrete properties of sets of objects through occlusion (Chen and Leslie, 2004). Here, we investigate whether even younger children do so as well. Experiment 1 Methods: We utilized Kaldy and Leslie’s (2003) two-screen method. 8-10 month-old infants were familiarized to three sequentially-placed discs with a radius of 1.414” (R1.414); the second and third disc were grouped together. The discs were then moved to the sides of the stage in groups of one and two. Side of group placement alternated during familiarizations so that infants did not associate one side with one particular group. During test trials, two screens were placed on the stage and the three discs presented as during habituation trials. The discs were then moved behind the screens and the two-group screen lifted. In a between-subjects design, infants saw one of four outcomes; outcomes varied by number or area. In the Control condition, infants saw two R1.414 discs. In the Expected Number, Unexpected Area condition, infants saw two R1.155 discs. In the Unexpected Familiar Number condition, infants saw three R1.15 discs. This numerical outcome was considered “familiar” because it contained the same total number of items to which infants were familiarized. In the Unexpected Unfamiliar Number condition, infants saw one R2 disc. The total area of the discs in both Unexpected Number conditions equaled that of the two R1.155 discs. Key Results: Data collection is ongoing, but preliminary analyses suggest that, like 12-month-old infants, 9-month-olds look longer at changes in number when area remained constant, but not at changes in area when number remained constant. Consistent with previous studies using the 2-screen method with 9-month-olds, the strongest effect is seen not on the 1st test trial, but on later trials, suggesting that 9-month-olds require more exposure to test displays in order to notice changes when side of placement alternates (Kaldy and Leslie, 2003). Conclusions: 9-month-olds may attend to discrete quantity information and can use this information to track sets of objects. Parts of this research have previously been presented at the ESRC Object Symposium 2005.

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