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Enigma meaning12/25/2023 Children's difficulties with number are thus unlikely to be due to problems with detecting differences in quantity. This behavior does not stem from an inability to recognize differences between set-sizes: even 6-month-olds are able to discriminate between large set-sizes if the ratio is at least 2∶1 – and this discriminability ratio becomes more fine-tuned over time –. Ask a three-year old for “3 balls,” and they are likely to give you a handful instead, having treated “3,” rather indiscriminately, like “some”. Given the efficacy of our intervention, the ease with which it can be implemented, and the large body of research showing how early numerical ability predicts later educational outcomes, this simple discovery may have far-reaching consequences.Īlthough number words are highly frequent in languages like English, and appear regularly in child-directed speech, children's acquisition of them is slow and labored. They also explain why children benefit so little from the training that parents and educators usually provide. Our simulations and results reveal how discrimination learning tunes children's systems for representing small sets, and how its capacity-limits result naturally out of a mixture of the learning environment and the increasingly complex task of discriminating and representing ever-larger number sets. A training-experiment with three-year olds confirms these predictions, demonstrating that rapid, significant gains in numerical understanding and competence are possible given appropriately structured postnominal input. At the same time, our simulations illustrate how typical prenominal linguistic constructions (“there are three balls”) structure information in a way that is largely unhelpful for discrimination learning, while suggesting that postnominal constructions (“balls, there are three”) will facilitate such learning. This analysis indicates that once the environment and the representational demands of the task of learning to identify sets are taken into consideration, a continuous system for learning, representing and discriminating set-sizes can give rise to effective discontinuities in processing. Here we present a formal, computational analysis of number learning that offers a possible solution to both puzzles. Children begin by identifying the few small numerosities that can be named without counting, and this has prompted further debate over whether there is a specific, capacity-limited system for representing these small sets, or whether smaller and larger sets are both represented by the same system. He's very difficult to figure out an enigma, really.Although number words are common in everyday speech, learning their meanings is an arduous, drawn-out process for most children, and the source of this delay has long been the subject of inquiry. (mystery, perplexity)Įveryone joked that it was an enigma that the perpetually late employee made it to work on time. How such an inept person became CEO for a major corporation, is truly an enigma. Her enigmatic smile made me wonder what was on her mind. The related adjective is enigmatic, which means "hard to understand or interpret." You will often hear anomaly used in a statistical context: if statistically something is supposed to happen, but it doesn't, it's usually characterized as an anomaly. A paradox is more of a puzzle or a contradiction for example, "the famous paradox of what came first, the chicken or the egg." Finally, an anomaly is an irregularity that seems to differ from the norm. Enigma is best used to describe a mystery-either a person or something that is not easily explained or understood. Enigma is similar in meaning to paradox and anomaly. Enigma is a good word to use for things that are rare and puzzling. Today, an enigma is something that's difficult, if not impossible, to explain-something obscure and mysterious. In the history of cryptography, the Enigma was a portable cipher machine used to encrypt and decrypt secret messages. Mystery, secret, puzzle, paradox, perplexity
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