Young children's interpretation of multidigit number names: from emerging competence to mastery.
Young children's interpretation of multidigit number names: from emerging competence to mastery.
复制标题
DOI：
10.1111/cdev.12197
复制
发表时间：
2014-05
影响因子：
4.6
通讯作者：
Stockton JD
中科院分区：
文献类型：
--
作者：
Mix KS;Prather RW;Smith LB;Stockton JD
这项研究评估了 207 名 3 至 7 岁儿童的样本是否可以通过简单的识别和比较任务来解释多位数数字。与幼儿不理解位置价值的观点相反，即使是 3 岁的孩子也表现出了完成这些任务的一定能力。一年级就达到了天花板。当提供培训时，有显着的收获，这表明孩子们可以通过输入来提高他们的部分理解。研究结果增加了对符号发展过程和上学前发生的附带学习的了解，并更准确地说明了当儿童进入教育系统时仍然存在哪些价值误解。
This study assessed whether a sample of two hundred seven 3- to 7-year-olds could interpret multidigit numerals using simple identification and comparison tasks. Contrary to the view that young children do not understand place value, even 3-year-olds demonstrated some competence on these tasks. Ceiling was reached by first grade. When training was provided, there were significant gains, suggesting that children can improve their partial understandings with input. Findings add to what is known about the processes of symbolic development and the incidental learning that occurs prior to schooling, as well as specifying more precisely what place value misconceptions remain as children enter the educational system.
登录
查看更多内容
影响因子：
7.2
作者：
Aslin RN;Newport EL
通讯作者：
Newport EL
影响因子：
4.6
作者：
Byrge, Lisa;Smith, Linda B.;Mix, Kelly S.
通讯作者：
Mix, Kelly S.
影响因子：
3.7
作者：
Gunderson, Elizabeth A.;Levine, Susan C.
通讯作者：
Levine, Susan C.
影响因子：
10.3
作者：
Ho, CSH;Cheng, FSF
通讯作者：
Cheng, FSF
影响因子：
4
作者：
Kidd, Evan
通讯作者：
Kidd, Evan