The idea of an exact number: children's understanding of cardinality and equinumerosity.
The idea of an exact number: children's understanding of cardinality and equinumerosity.
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DOI：
10.1111/cogs.12043
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发表时间：
2013-11
影响因子：
2.5
通讯作者：
Wright CE
中科院分区：
文献类型：
--
作者：
Sarnecka BW;Wright CE
理解数字意味着知道很多事情。它意味着知道计数与数字之间的关系（称为基数原则或基数性）；这意味着知道每个数字都是通过在前一个数字上加1而生成的（称为后继函数或继承），这意味着知道所有且只有其成员可以一对一对应的集合具有相同数量的项目（称为精确相等或相等）。之前的一项研究将儿童对基数的理解与他们对数字5和6的顺序的理解联系起来。本研究调查了这些数字的基数性和等分性之间的联系，发现儿童要么既理解基数性又理解等分性，要么两者都不理解。这表明基数性和等分性（以及连续性）是概念5和6的相互关联的方面，这两个概念的获得是儿童早期的重要概念成就。
Understanding what numbers are means knowing several things. It means knowing how counting relates to numbers (called the cardinal principle or cardinality); it means knowing that each number is generated by adding one to the previous number (called the successor function or succession), and it means knowing that all and only sets whose members can be placed in one-to-one correspondence have the same number of items (called exact equality or equinumerosity). A previous study linked children’s understanding of cardinality to their understanding of succession for the numbers five and six. The present study investigates the link between cardinality and equinumerosity for these numbers, finding that children either understand both cardinality and equinumerosity, or they understand neither. This suggests that cardinality and equinumerosity (along with succession), are interrelated facets of the concepts five and six, the acquisition of which is an important conceptual achievement of early childhood.
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影响因子：
2.6
作者：
Sarnecka, Barbara W.;Lee, Michael D.
通讯作者：
Lee, Michael D.
影响因子：
2.6
作者：
WYNN, K
通讯作者：
WYNN, K
影响因子：
4.1
作者：
Condry, Kirsten F.;Spelke, Elizabeth S.
通讯作者：
Spelke, Elizabeth S.
影响因子：
3.4
作者：
Le Corre, Mathieu;Carey, Susan
通讯作者：
Carey, Susan
影响因子：
4
作者：
Halberda, Justin;Feigenson, Lisa
通讯作者：
Feigenson, Lisa