Partial knowledge in the development of number word understanding
Partial knowledge in the development of number word understanding
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DOI：
10.1111/desc.12944
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发表时间：
2020-04-03
影响因子：
3.7
通讯作者：
Kirkland, Patrick K.
中科院分区：
文献类型：
--
作者：
O'Rear, Connor D.;McNeil, Nicole M.;Kirkland, Patrick K.
一个常见的衡量数字理解的标准是给定N任务。传统上，为了获得理解数字N的学分，孩子必须理解N不适用于其他尺寸的集合（例如，当被要求“三”时给出三的孩子，当被要求“四”时也不会被认为知道“三”）。然而，有可能的是，孩子们正确地提供了集合大小直接高于他们的认知水平，但也提供了其他数字词（“N + 1给予者”）的数字，可能是在一个部分，过渡的知识状态。在一项包括191名学龄前儿童的综合分析中，在前测中正确给出N + 1的子集知道者在后测中的表现优于那些没有正确给出N + 1的子集知道者。这种表现并不能反映N + 1的“完整”知识，因为在给定的时间点内，N + 1给予者在数字词理解的单独测量上的表现比该集合大小的传统编码知识者差。结果支持分级表征的想法（Munakata，认知科学趋势，5，309-315，2001）。在数字词的发展，并建议传统的方法来编码的give-N任务可能无法完全捕捉儿童的知识。
A common measure of number word understanding is the give-N task. Traditionally, to receive credit for understanding a number, N, children must understand that N does not apply to other set sizes (e.g. a child who gives three when asked for 'three' but also when asked for 'four' would not be credited with knowing 'three'). However, it is possible that children who correctly provide the set size directly above their knower level but also provide that number for other number words ('N + 1 givers') may be in a partial, transitional knowledge state. In an integrative analysis including 191 preschoolers, subset knowers who correctly gave N + 1 at pretest performed better at posttest than did those who did not correctly give N + 1. This performance was not reflective of 'full' knowledge of N + 1, as N + 1 givers performed worse than traditionally coded knowers of that set size on separate measures of number word understanding within a given timepoint. Results support the idea of graded representations (Munakata, Trends in Cognitive Sciences, 5, 309-315, 2001.) in number word development and suggest traditional approaches to coding the give-N task may not completely capture children's knowledge.