The development of ordinal numerical competence in young children
The development of ordinal numerical competence in young children
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DOI：
10.1006/cogp.2001.0756
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发表时间：
2001-08-01
影响因子：
2.6
通讯作者：
Van de Walle, GA
中科院分区：
文献类型：
--
作者：
Brannon, EM;Van de Walle, GA
两个实验评估了2岁和3岁儿童的序数知识，并考察了序数知识和口头数字知识之间的关系。孩子们接受了1对2比较的训练，然后用新的数字进行测试。刺激物由两个托盘组成，每个托盘装着不同数量的盒子。在实验1中，盒子大小保持不变。在实验2中，改变了盒子的大小，使得累积表面积与数量无关。结果表明，2岁以下的儿童进行纯数字辨别，并表现出大到6个数字之间的顺序关系。缺乏任何语言数字知识的儿童不能做出顺序判断。然而，一旦儿童拥有了最低限度的语言数字能力，那么进一步的知识就完全与顺序能力无关。随着孩子们开始学习数数，数字可能会成为一个显著的维度。数字的模拟大小表征可能是顺序任务成功的基础。(C)2001年学术出版社。
Two experiments assessed ordinal numerical knowledge in 2- and 3-year-old children and investigated the relationship between ordinal and verbal numerical knowledge. Children were trained on a 1 vs 2 comparison and then tested with novel numerosities. Stimuli consisted of two trays, each containing a different number of boxes. In Experiment 1, box size was held constant. In Experiment 2, box size was varied such that cumulative surface area was unrelated to number. Results show children as young as 2 years of age make purely numerical discriminations and represent ordinal relations between numerosities as large as 6. Children who lacked any verbal numerical knowledge could not make ordinal judgments. However, once children possessed minimal verbal numerical competence, further knowledge was entirely unrelated to ordinal competence. Number may become a salient dimension as children begin to learn to count. An analog magnitude representation of number may underlie success on the ordinal task. (C) 2001 Academic Press.