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dc.contributor.author
Rodríguez, Jimena
dc.contributor.author
Salsa, Analía Marcela
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dc.contributor.author
Martí, Eduardo
dc.date.available
2023-01-25T17:49:19Z
dc.date.issued
2021-11
dc.identifier.citation
Rodríguez, Jimena; Salsa, Analía Marcela; Martí, Eduardo; The Role of Manipulation of Concrete Representations in Early Cardinal Comprehension; Wiley; Infant And Child Development; 30; 6; 11-2021; 1-15
dc.identifier.issn
1522-7227
dc.identifier.uri
http://hdl.handle.net/11336/185579
dc.description.abstract
This study examines the impact of manipulation on the performance of 3.5- and 4-year-old children in the Give-N task with concrete representations (sets of bottle caps and pictures of dots) and spoken number words. In this task, children were asked to give a certain number of items (cookies) using the three representational formats. Children were assigned to one of two conditions: manipulation (children could physically interact with the objects and pictures) or observation (children watched as the experimenter presented the representations). Results show that manipulation had different effects according to the age of the children. For 3.5-year-olds, manipulation with objects but not with pictures consisted in task-irrelevant actions, and hindered performance. For 4-year-olds, however, manipulation with both concrete representations were task related and did not disrupt performance. The mere contemplation of the objects and pictures, without physically interacting with them, facilitated performance in both age groups, in comparison with number words. Emerging cardinal comprehension seems to be influenced not only by the kind of representations used by children, but also by the type of physical exploration afforded during the task.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Wiley
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dc.rights
info:eu-repo/semantics/restrictedAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
CARDINAL COMPREHENSION
dc.subject
CONCRETE REPRESENTATIONS
dc.subject
DUAL REPRESENTATION
dc.subject
GIVE-N TASK
dc.subject
MANIPULATION
dc.subject.classification
Otras Psicología
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dc.subject.classification
Psicología
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dc.subject.classification
CIENCIAS SOCIALES
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dc.title
The Role of Manipulation of Concrete Representations in Early Cardinal Comprehension
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2022-12-06T10:52:32Z
dc.journal.volume
30
dc.journal.number
6
dc.journal.pagination
1-15
dc.journal.pais
Estados Unidos
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dc.journal.ciudad
New Jersey
dc.description.fil
Fil: Rodríguez, Jimena. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
dc.description.fil
Fil: Salsa, Analía Marcela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
dc.description.fil
Fil: Martí, Eduardo. Universidad de Barcelona; España
dc.journal.title
Infant And Child Development
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dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/https://onlinelibrary.wiley.com/doi/abs/10.1002/icd.2266
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1002/icd.2266
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