Starting Small: Exploring the Origins of Successor Function Knowledge

Autor/inn/en	Schneider, Rose M.; Pankonin, Ashlie; Schachner, Adena; Barner, David
Titel	Starting Small: Exploring the Origins of Successor Function Knowledge
Quelle	In: Developmental Science, 24 (2021) 4, (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, Rose M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13091
Schlagwörter	Computation; Numbers; Children; Child Development; Cognitive Development; Age Differences + Suchen Sie Ihr Suchwort? Zahlenraum; Child; Kind; Kinder; Kindesentwicklung; Kognitive Entwicklung; Age; Difference; Age difference; Altersunterschied
Abstract	Although most U. S. children can accurately count sets by 4 years of age, many fail to understand the structural analogy between counting and number -- that adding 1 to a set corresponds to counting up 1 word in the count list. While children are theorized to establish this Structure Mapping coincident with learning how counting is used to generate sets, they initially have an item-based understanding of this relationship, and can infer that, e.g, adding 1 to "five" is "six", while failing to infer that, e.g., adding 1 to "twenty-five" is "twenty-six" despite being able to recite these numbers when counting aloud. The item-specific nature of children's successes in reasoning about the relationship between changes in cardinality and the count list raises the possibility that such a Structure Mapping emerges later in development, and that this ability does not initially depend on learning to count. We test this hypothesis in two experiments and find evidence that children can perform item-based addition operations before they become competent counters. Even after children learn to count, we find that their ability to perform addition operations remains item-based and restricted to very small numbers, rather than drawing on generalized knowledge of how the count list represents number. We discuss how these early item-based associations between number words and sets might play a role in constructing a generalized Structure Mapping between counting and quantity. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01