Blake's Development of the Number Words “One,” “Two,” and “Three”
Blake's Development of the Number Words “One,” “Two,” and “Three”
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布莱克对数字词“一”、“二”和“三”的发展
DOI：
10.1080/07370008.2011.583370
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发表时间：
2011
影响因子：
3.3
通讯作者：
A. Baroody
中科院分区：
文献类型：
--
作者：
Alexis A. Palmer;A. Baroody
一位母亲从18个月到49个月每天跟踪她的学龄前儿童的数字词发展。在结构化（公文式）培训和微观遗传学测试期间，自然观察得到补充。男孩的日常使用“二”并没有成为高度可靠和选择性的10个月（在28个月），出现晚于代表不太抽象的概念的话，并在一个相对抽象的方式来描述各种可见的项目对。他很快将“二”概括为部分可见的集合，然后是不可见的集合。在他开始使用复数规则之前，在他可以根据要求提出两个项目之前，“一”和“二”的高度可靠的使用似乎是同时发展起来的。在日常生活中，特别是儿童发起的努力中，可靠和准确地使用数字词，在公文式培训和微基因测试的背景下，这两个都涉及成人发起的任务。教育意义包括通过对比强调第一个数字单词之间的差异，例如，一个与两个，并指出一个数字的非例子（“不是两个”）以及各种各样的例子，如“两块，两只手，两只袜子，两架飞机”。
A mother tracked her preschooler's number word development daily from 18 to 49 months of age. Naturalistic observations were supplemented with observations during structured (Kumon) training and microgenetic testing. The boy's everyday use of “two” did not become highly reliable and selective for 10 months (at 28 months), emerged later than that of words representing less abstract concepts, and was used in a relatively abstract manner to describe various visible pairs of items. He quickly generalized “two” to partially visible collections and then those that were not visible. Highly reliable use of “one” and “two” appeared to develop simultaneously, before he started using a plural rule, and before he could put out two items upon request. Reliable and accurate use of number words in everyday situations, particularly child-initiated efforts, preceded such use in the contexts of the Kumon training and microgenetic testing, both of which involved adult-initiated tasks. Educational implications include underscoring differences among the first number words by contrasting, for instance, one with two, and pointing out non-examples of a number (“not two”) as well as a wide variety of examples, such as “two blocks, two hands, two socks, two airplanes.”