Acquisition of the counting principles during the subset-knower stages: Insights from children's errors
Acquisition of the counting principles during the subset-knower stages: Insights from children's errors
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DOI：
10.1111/desc.13219
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发表时间：
2022-01-08
影响因子：
3.7
通讯作者：
Shusterman, Anna
中科院分区：
文献类型：
--
作者：
Cheung, Pierina;Toomey, Mary;Shusterman, Anna
关于儿童对计数理解的研究考察了儿童何时以及如何获得基本原则：计数集合中的最后一个单词反映了集合的基数值。使用Wynn（1990）的Give-N任务，研究人员将能够计算出大集合的儿童归类为已经获得了基本原则（cardinal-principle-knowers），而那些不能理解的儿童则缺乏基本原则的知识（subset-knowers）。然而，最近的研究提供了一个更细致入微的数字词习得的观点。在这里，我们探讨这一观点，通过研究的发展进程的计数原则，旨在阐明逐步的元素，导致儿童成功地生成集，并被归类为CP-knowers的给N任务。具体来说，我们测试的要求，子集知识缺乏基本原则的知识，分离儿童的理解的基本原则，他们的能力，应用和实施计数程序。我们还问，Gelman & Galvel（1978）的其他如何计数原则的知识何时出现在发展过程中。我们在对Give-N数据（N = 86）的二次分析中分析了儿童违反三个如何计数原则的频率。我们发现，儿童在成为CP认知者之前已经具备了基本原则的知识，并且对稳定顺序和词-对象对应原则的理解可能出现得更早。这些结果表明，逐步发展可能是最好的特点，儿童的收购计数原则，学习协调所有三个原则是一个额外的步骤，超越学习他们单独。
Studies on children's understanding of counting examine when and how children acquire the cardinal principle: the idea that the last word in a counted set reflects the cardinal value of the set. Using Wynn's (1990) Give-N Task, researchers classify children who can count to generate large sets as having acquired the cardinal principle (cardinal-principle-knowers) and those who cannot as lacking knowledge of it (subset-knowers). However, recent studies have provided a more nuanced view of number word acquisition. Here, we explore this view by examining the developmental progression of the counting principles with an aim to elucidate the gradual elements that lead to children successfully generating sets and being classified as CP-knowers on the Give-N Task. Specifically, we test the claim that subset-knowers lack cardinal principle knowledge by separating children's understanding of the cardinal principle from their ability to apply and implement counting procedures. We also ask when knowledge of Gelman & Gallistel's (1978) other how-to-count principles emerge in development. We analyzed how often children violated the three how-to-count principles in a secondary analysis of Give-N data (N = 86). We found that children already have knowledge of the cardinal principle prior to becoming CP-knowers, and that understanding of the stable-order and word-object correspondence principles likely emerged earlier. These results suggest that gradual development may best characterize children's acquisition of the counting principles and that learning to coordinate all three principles represents an additional step beyond learning them individually.