Babies who are years away from being able to say “one,” “two,” and “three” actually already have a sense of what counting means, according to new research.

The findings reveal that very early on—years earlier than previously believed, in fact—babies who hear counting realize that counting indicates quantity.

“…babies actually have a pretty sophisticated understanding of the world…”

“Although they are years away from understanding the exact meanings of number words, babies are already in the business of recognizing that counting is about number,” says senior author Lisa Feigenson, a cognitive scientist at Johns Hopkins University.

“Research like ours shows that babies actually have a pretty sophisticated understanding of the world—they’re already trying to make sense of what adults around them are saying, and that includes this domain of counting and numbers.”

Babies and counting words

Most children don’t understand the full meaning of number words until they’re about four years old. That’s surprising, Feigenson says, considering how much counting young children are exposed to.

“We buy counting books for babies and we count aloud with toddlers,” she says. “All of that raises the question: Are kids really clueless about what counting means until they’re in the preschool years?”

To find out, Feigenson and first author Jenny Wang, a former graduate student who is slated to become an assistant professor at Rutgers University, worked with 14- and 18-month-old infants. The babies watched as researchers hid toys—little dogs or cars—in a box that they couldn’t see inside of but could reach into.

Sometimes the researchers counted each toy aloud as they dropped them into the box, saying, “Look! One, two, three, four! Four dogs!” Other times the researchers simply dropped each toy into the box, saying, “This, this, this, and this—these dogs.”

A surprising finding

Without counting, the babies had a hard time remembering that the box held four things. They tended to become distracted after the researchers pulled just one out—as if there was nothing else to see.

But when researchers counted the toys, the babies clearly expected more than one to come out of the box. They didn’t remember the exact number but they did remember the approximate number.

“When we counted the toys for the babies before we hid them, the babies were much better at remembering how many toys there were,” Wang says.

“As a researcher these results were really surprising. And our results are the first to show that very young infants have a sense that when other people are counting it is tied to the rough dimension of quantity in the world.”

The team is now conducting several follow-up studies to determine whether early counting practice leads to later number skills and if English-speaking babies react to counting in a foreign language.

The findings appear in Developmental Science.

Source: Johns Hopkins University

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Brain signal shows when you understand what you hear

Researchers have identified a brain signal that indicates whether a person is comprehending what others are saying. The researchers have shown that they can track the signal using relatively inexpensive EEG (electroencephalography) readings taken on a person’s scalp.

“When we had the same people come back and hear the same audio book played backwards, the signal disappears entirely.”

During everyday interactions, people routinely speak at rates of 120 to 200 words per minute. For a listener to understand speech at these rates—and not lose track of the conversation—the brain must comprehend the meaning of each of these words very rapidly.

“That we can do this so easily is an amazing feat of the human brain—especially given that the meaning of words can vary greatly depending on the context,” says Edmund Lalor, associate professor of biomedical engineering and neuroscience at the University of Rochester and Trinity College Dublin. “For example, ‘I saw a bat flying overhead last night’ versus ‘the baseball player hit a home run with his favorite bat.'”

Tracking this brain signal could have a number of “potentially significant” applications, Lalor says. They include:

• testing language development in infants;
• determining the level of brain function in patients who are in a reduced state of consciousness, such as a coma;
• confirming that a person in a particularly critical job has understood the instructions they have received (e.g., an air traffic controller or a soldier);
• testing for the onset of dementia in older people based on their ability to follow a conversation.

The research, which appears in Current Biology, applied machine learning to audio books that human subjects listened to. “One can train a computer by giving it a lot of examples and by asking it to recognize which pairs of words appear together a lot and which don’t,” Lalor explains.

“By doing this, the computer begins to ‘understand’ that words that appear together regularly, like ‘cake’ and ‘pie,’ must mean something similar. And, in fact, the computer ends up with a set of numerical measures capturing how similar any word is to any other.”

Babies know that other languages are for communicating

The researchers then correlated the numerical measures with brainwave signals that were recorded as participants listened to the corresponding sections of the audio books. They were able to identify a brain response that reflected how similar or different a given word was from the words that preceded it in the story.

This was verified in one experiment, for example, when subjects listened to Hemingway’s Old Man and the Sea. “We could see brain signals telling us that people could understand what they were hearing,” Lalor says. “When we had the same people come back and hear the same audio book played backwards, the signal disappears entirely.”

In another experiment, participants listened to a speech by Barack Obama that was “buried in a fair amount of background noise, so you can make out only a couple words here and there,” Lalor says. When participants then watched a video of the speech, and could use facial cues to better understand what Obama was saying, the signal “intensifies dramatically.”

In the paper, Lalor’s team notes that there is more work to be done to fully understand the full range of computations that our brains perform when we understand speech. They have begun searching for other ways that brains might compute meaning, how those computations differ from what computers do, and how best to apply this new approach.

These 2 brain systems work together as we learn

Additional researchers contributed from Trinity College and the University of Rochester.

Source: Rochester University

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