How many and how often: Children's use of number words and frequency estimations in forensic interviews

2012 ◽  
Author(s):  
Lindsay C. Malloy ◽  
Sonja Pauline Brubacher ◽  
Michael E. Lamb ◽  
Polly Benton
Keyword(s):  
Forensic Interviews ◽  
Number Words

The Flip Side of the Auditory Spatial Selection Benefit

2015 ◽  
Vol 62 (1) ◽  
pp. 66-74 ◽  
Author(s):  
Iring Koch ◽  
Vera Lawo
Keyword(s):  
Task Switching ◽  
Auditory Task ◽  
Numerical Magnitude ◽  
Attention Shifting ◽  
Gender Selection ◽  
Spatial Selection ◽  
Number Words ◽  
Switch Costs ◽  
Mixing Costs ◽  
Experimental Group

In cued auditory task switching, one of two dichotically presented number words, spoken by a female and a male, had to be judged according to its numerical magnitude. One experimental group selected targets by speaker gender and another group by ear of presentation. In mixed-task blocks, the target-defining feature (male/female vs. left/right) was cued prior to each trial, but in pure blocks it remained constant. Compared to selection by gender, selection by ear led to better performance in pure blocks than in mixed blocks, resulting in larger “global” mixing costs for ear-based selection. Selection by ear also led to larger “local” switch costs in mixed blocks, but this finding was partially mediated by differential cue-repetition benefits. Together, the data suggest that requirements of attention shifting diminish the auditory spatial selection benefit.

Look at Me! Children's Gesture in Forensic Interviews

2006 ◽  
Author(s):  
Sara Broaders ◽  
Kristin Mays ◽  
Cara Settipani
Keyword(s):  
Forensic Interviews

Language, procedures, and the non-perceptual origin of natural number concepts

2016 ◽  
Author(s):  
David Barner
Keyword(s):  
General Framework ◽  
Ad Hoc ◽  
Building Blocks ◽  
Number Words ◽  
Linguistic Markers ◽  
Logical Foundations ◽  
Large Numbers ◽  
Perceptual Representations ◽  
Positive Integers ◽  
Perceptual Systems

Perceptual representations – e.g., of objects or approximate magnitudes –are often invoked as building blocks that children combine with linguisticsymbols when they acquire the positive integers. Systems of numericalperception are either assumed to contain the logical foundations ofarithmetic innately, or to supply the basis for their induction. Here Ipropose an alternative to this general framework, and argue that theintegers are not learned from perceptual systems, but instead arise toexplain perception as part of language acquisition. Drawing oncross-linguistic data and developmental data, I show that small numbers(1-4) and large numbers (~5+) arise both historically and in individualchildren via entirely distinct mechanisms, constituting independentlearning problems, neither of which begins with perceptual building blocks.Specifically, I propose that children begin by learning small numbers(i.e., *one, two, three*) using the same logical resources that supportother linguistic markers of number (e.g., singular, plural). Several yearslater, children discover the logic of counting by inferring the logicalrelations between larger number words from their roles in blind countingprocedures, and only incidentally associate number words with perception ofapproximate magnitudes, in an *ad hoc* and highly malleable fashion.Counting provides a form of explanation for perception but is not causallyderived from perceptual systems.

Numerical symbols as explanations of human perceptual experience

2018 ◽  
Author(s):  
David Barner
Keyword(s):  
Perceptual Experience ◽  
Number Words ◽  
The World ◽  
Symbolic Systems ◽  
Perceptual Systems

Why did humans develop precise systems for measuring experience, like numbers, clocks, andcalendars? I argue that precise representational systems were constructed by earlier generationsof humans because they recognized that their noisy perceptual systems were not capturingdistinctions that existed in the world. Abstract symbolic systems did not arise from perceptualrepresentations, but instead were constructed to describe and explain perceptual experience. Byanalogy, I argue that when children learn number words, they do not rely on noisy perceptualsystems, but instead acquire these words as units in a broader system of procedures, whosemeanings are ultimately defined by logical relations to one another, not perception.

Quantifying the psychopathic stare: Automated assessment of head motion is related to antisocial traits in forensic interviews

2021 ◽  
pp. 104093
Author(s):  
Aparna R. Gullapalli ◽  
Nathaniel E. Anderson ◽  
Rohit Yerramsetty ◽  
Carla L. Harenski ◽  
Kent A. Kiehl
Keyword(s):  
Head Motion ◽  
Automated Assessment ◽  
Forensic Interviews

scholarly journals Understanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development

2014 ◽  
Vol 17 (6) ◽  
pp. 905-919 ◽  
Author(s):  
Melissa E. Libertus ◽  
Lisa Feigenson ◽  
Justin Halberda ◽  
Barbara Landau
Keyword(s):  
Williams Syndrome ◽  
Numerical Approximation ◽  
Typical Development ◽  
Number Words

How are number words mapped to approximate magnitudes?

2013 ◽  
Vol 66 (2) ◽  
pp. 389-402 ◽  
Author(s):  
Jessica Sullivan ◽  
David Barner
Keyword(s):  
Number Words

The Use of Visual Aids in Forensic Interviews with Children

2018 ◽  
Vol 7 (4) ◽  
pp. 587-596 ◽  
Author(s):  
Missy Wolfman ◽  
Deirdre Brown ◽  
Paul Jose
Keyword(s):  
Visual Aids ◽  
Forensic Interviews
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