Artículo
Symbolic representations and cardinal knowledge in 3- and 4-year-old children
Fecha de publicación:
10/2018
Editorial:
Elsevier
Revista:
Cognitive Development
ISSN:
0885-2014
Idioma:
Inglés
Tipo de recurso:
Artículo publicado
Clasificación temática:
Resumen
This study analyzes the impact of iconic representations of quantity (objects and images) and arbitrary representations (spoken number words) on the performance of 3-, 3.5- and 4-year-old children when building collections of 1?6 items. We used an adaptation of the Give-N task in which children had to use the information about quantity transmitted by collections of bottle caps, round dots on cards and number words. The results show that iconic representations helped children produce sets which cardinal values were larger than their known number words. This pattern of results was found in a transitional stage to learning that a given number word picks out an exact cardinal value, for set sizes 3 and 4 among children in all three age groups. These findings suggest that children would be in different (but proximal) levels of cardinal competency according to the symbolic modality employed to present the quantitative information.
Palabras clave:
CARDINAL KNOWLEDGE
,
ICONICITY
,
NUMBER WORDS
,
SYMBOLIC REPRESENTATION
Archivos asociados
Licencia
Identificadores
Colecciones
Articulos(IRICE)
Articulos de INST.ROSARIO DE INVEST.EN CS.DE LA EDUC. (I)
Articulos de INST.ROSARIO DE INVEST.EN CS.DE LA EDUC. (I)
Citación
Rodríguez Cesarini, Jimena Soledad; Martí, Eduardo; Salsa, Analía Marcela; Symbolic representations and cardinal knowledge in 3- and 4-year-old children; Elsevier; Cognitive Development; 48; 10-2018; 235-243
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