Counting and cardinality in English nursery pupils
Counting and cardinality in English nursery pupils
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DOI：
10.1111/j.2044-8279.1996.tb01215.x
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发表时间：
1996-12-01
影响因子：
3.7
通讯作者：
Henderson, L
中科院分区：
文献类型：
--
作者：
Fluck, M;Henderson, L
这项研究研究了60个英语的结构化样本中的计数和心脏的发展3 1/2-4 1/2岁的孩子参加了朴茨茅斯社会混合地区的当地教育局托儿所。给孩子提供两种类型的任务：计数动物集，并从一堆中提供指定数量的物品。使用了三种基本理解的措施：在完成计数试验时的最后一句话的自发重复，对问题的回答重复了最后一句话，以及在被要求从某人提供特定数量的项目时使用计数与抓取堆。与对其他人群的研究一致，结果表明程序和概念的计数知识之间存在明显的发展差异，但是在该人群中的基数似乎比在研究的其他人群中发展了。但是，存在明显的个体差异。发现对物体计数的熟练程度是必要的，但不足以进行基本理解。孩子们很少自发地重复最终的伯爵单词。响应口头提示的最后一句话重复取决于提示的性质。与先前的研究相反，目前的结果表明，迅速“多少？”引起的最后一个单词重复引起了。不仅是常规答复，而且通常意味着对基数的理解。这些发现还表明，对基数的理解突然出现，与发现或构建原则一致。托儿所是否仅仅将算作不具有基本意义的常规例程视为统一的情况似乎取决于情况以及对基数的理解。与Karmiloff-Smith的代表性重新描述模型讨论了这些发现。
This study examines the development of counting and cardinality in a structured sample of 60 English 3 1/2-4 1/2 year-olds attending local education authority nursery classes in socially mixed areas of Portsmouth. Children were given two types of task: counting sets of animals, and giving specified numbers of items from a pile. Three measures of cardinal understanding were used: spontaneous repetition of the last word on completion of a counting trial, repetition of the last word in reply to a question, and use of counting vs. grabbing when asked to give a specific number of items from a heap. In line with research on other populations the results indicate a pronounced developmental discrepancy between procedural and conceptual knowledge of counting, but cardinality appears to develop six months later in this population than in other populations studied. There were marked individual differences, however. Proficiency with object counting was found to be necessary, but not sufficient, for cardinal understanding. Children rarely repeated final count words spontaneously. Last word repetition in response to a verbal prompt depended on the nature of the prompt. Contrary to previous research, the present results indicate that last word repetition elicited by the prompt 'how many?' is not merely a conventional reply but generally implies an understanding of cardinality. The findings also indicate that an understanding of cardinality emerges relatively suddenly, consistent with the discovery or construction of a principle. Whether nursery pupils treat counting simply as a conventional routine without cardinal significance appears to depend on the situation as well as on their understanding of cardinality. The findings are discussed in relation to Karmiloff-Smith's Representational Redescription model.