What Counts? Sources of Knowledge in Children’s Acquisition of the Successor Function
What Counts? Sources of Knowledge in Children’s Acquisition of the Successor Function
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什么重要？
DOI：
10.1111/cdev.13524
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发表时间：
2021
影响因子：
4.6
通讯作者：
Barner, David
中科院分区：
文献类型：
--
作者：
Schneider, Rose M.;Sullivan, Jessica;Guo, Kaiqi;Barner, David
虽然许多美国儿童在4岁时就能数数，但直到5岁半到6岁时，他们才明白数数与数字的关系，也就是说，在一组数字上加1就必须数到一个数字。本研究考察了3岁半至6岁奥尔兹（N= 136）可能利用的两种知识来源，以获得这种“后继功能”：（a）掌握控制计数列表生成的生产性规则;（B）用“+1”数学事实进行培训。生产性计数和“+1”数学事实都与理解将1添加到集合中需要在计数列表中计数一个数字有关;然而，即使是具有强大的后继知识的儿童也难以使用其算术表达式，这表明他们不会从“+1”数学事实中推广后继函数。
Although many U.S. children can count sets by 4 years, it is not until 5½–6 years that they understand how counting relates to number—that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½‐ to 6‐year‐olds (N= 136) may leverage to acquire this “successor function”: (a) mastery of productive rules governing count list generation; and (b) training with “+1” math facts. Both productive counting and “+1” math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from “+1” math facts.