Literaturnachweis - Detailanzeige
| Autor/inn/en | Sarnecka, Barbara W.; Gelman, Susan A. |
|---|---|
| Titel | Six Does Not Just Mean "a Lot": Preschoolers See Number Words as Specific |
| Quelle | In: Cognition, 92 (2004) 3, S.329-352 (24 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0010-0277 |
| DOI | 10.1016/j.cognition.2003.10.001 |
| Schlagwörter | Numbers; Number Concepts; Preschool Children; Language Acquisition; Cognitive Development; Numeracy; Mathematical Aptitude |
| Abstract | This paper examines what children believe about unmapped number words--those number words whose exact meanings children have not yet learned. In Study one, 31 children (ages 2-10 to 4-2) judged that the application of "five" and "six" changes when numerosity changes, although they did not know that equal sets must have the same number word. In Study two, 15 children (ages 2-5 to 3-6) judged that "six" plus more is no longer "six," but that "a lot" plus more is still "a lot." Findings support the hypothesis that children treat number words as referring to specific, unique numerosities even before they know exactly which numerosity each word refers to. (Author). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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