Levels of number knowledge during early childhood
Levels of number knowledge during early childhood
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DOI：
10.1016/j.jecp.2009.02.007
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发表时间：
2009-07-01
影响因子：
2.6
通讯作者：
Lee, Michael D.
中科院分区：
文献类型：
--
作者：
Sarnecka, Barbara W.;Lee, Michael D.
长期以来，研究人员对数字概念在发展过程中本质上是连续的（不变的）还是不连续的存在分歧。在那些持不连续性立场的人当中，对于发展如何进行存在分歧。目前的研究通过对儿童在Give-N任务中的错误反应进行新的定量分析来解决这些问题。这项研究使用了280名2至4岁儿童的数据，表明大多数错误答案只是猜测，而不是计数或估计错误。他们的平均值与目标数字无关，他们的下限是孩子们实际知道的数字。此外，孩子们一次一个地按顺序学习数字单词的含义；他们认为数字词是相互排斥的；一旦他们弄清楚了计数的基本原理，他们就把这个原理推广到计数表的其他部分。研究结果一般支持数字发展的“不连续性”解释，特别是“知识水平”解释。(C) 2009爱思唯尔公司版权所有。
Researchers have long disagreed about whether number concepts are essentially continuous (unchanging) or discontinuous over development. Among those who take the discontinuity position, there is disagreement about how development proceeds. The current study addressed these questions with new quantitative analyses of children's incorrect responses on the Give-N task. Using data from 280 children, ages 2 to 4 years, this study showed that most wrong answers were simply guesses, not counting or estimation errors. Their mean was unrelated to the target number, and they were lower-bounded by the numbers children actually knew. In addition, children learned the number-word meanings one at a time and in order; they treated the number words as mutually exclusive; and once they figured out the cardinal principle of counting, they generalized this principle to the rest of their count list. Findings support the 'discontinuity' account of number development in general and the 'knower-levels' account in particular. (C) 2009 Elsevier Inc. All rights reserved.