Literaturnachweis - Detailanzeige
Autor/inn/en | Schneider, Rose M.; Sullivan, Jessica; Guo, Kaiqi; Barner, David |
---|---|
Titel | What Counts? Sources of Knowledge in Children's Acquisition of the Successor Function |
Quelle | In: Child Development, 92 (2021) 4, (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Schneider, Rose M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.13524 |
Schlagwörter | Computation; Number Concepts; Young Children; Arithmetic; Addition; Learning Processes |
Abstract | Although many U.S. children can count sets by 4 years, it is not until 5½--6 years that they understand how counting relates to number--that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this "successor function": (a) mastery of productive rules governing count list generation; and (b) training with "+1" math facts. Both productive counting and "+1" math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from "+1" math facts. (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 |