Improved set-size labeling mediates the effect of a counting intervention on children’s understanding of cardinality
Improved set-size labeling mediates the effect of a counting intervention on children’s understanding of cardinality
复制标题
改进的集合大小标签可以调节计数干预对儿童对基数的理解的影响
DOI：
10.1111/desc.12819
复制
发表时间：
2019
影响因子：
3.7
通讯作者：
McNeil, Nicole M.
中科院分区：
文献类型：
--
作者：
O'Rear, Connor D;McNeil, Nicole M.
如何提高儿童的能力，标签集大小没有计数影响发展的理解基数原则？它可以通过促进给定集合的基本标签的后续对齐和比较以及在计数该集合时计数的最后一个词来加速开发（Mix等人，2012年）。或者，它可能会通过减少对理解和标记精确数字的综合抽象原理的需要来延迟发展（Piantadosi等人，2012年）。在这项研究中，（N= 106，法师= 4;8）被随机分配到三个条件之一：（a）计数和标记，其中儿童花了6周时间计数和标记以规范模式排列的集合，如骰子上的点;（B）标签优先，其中儿童花了前3周时间学习标记集合大小而不计数，然后花3周时间与计数和标记条件相同;（c）打印参考控制。这两个计数条件提高了理解的基数，通过增加儿童的能力，标签集的大小没有计数。除了这种间接影响，计数和标签条件对理解基数的进展有直接影响。结果强调了集合标记和等价性在儿童数概念理解发展中的作用。
How does improving children's ability to label set sizes without counting affect the development of understanding of the cardinality principle? It may accelerate development by facilitating subsequent alignment and comparison of the cardinal label for a given set and the last word counted when counting that set (Mix et al., 2012). Alternatively, it may delay development by decreasing the need for a comprehensive abstract principle to understand and label exact numerosities (Piantadosi et al., 2012). In this study, preschoolers (N= 106,Mage= 4;8) were randomly assigned to one of three conditions: (a)count‐and‐label, wherein children spent 6 weeks both counting and labeling sets arranged in canonical patterns like pips on a die; (b)label‐first,wherein children spent the first 3 weeks learning to label the set sizes without counting before spending 3 weeks identical to the count‐and‐label condition; (c)print referencing control. Both counting conditions improved understanding of cardinality through increases in children's ability to label set sizes without counting. In addition to this indirect effect, there was a direct effect of the count‐and‐label condition on progress toward understanding of cardinality. Results highlight the roles of set labeling and equifinality in the development of children's understanding of number concepts.