Small Numbers vs. Large Numbers: An Investigation of Stimulus Integration Rules.

Autor/in	Cuneo, Diane O.
Titel	Small Numbers vs. Large Numbers: An Investigation of Stimulus Integration Rules.
Quelle	(1980), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classification; Cognitive Development; Evaluation Methods; Experiential Learning; Geometric Concepts; Kindergarten Children; Mathematics Education; Mathematics Materials; Measurement; Number Concepts; Numbers; Preschool Children; Preschool Education; Problem Sets; Problem Solving + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kognitive Entwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Elementare Geometrie; Mathematische Bildung; Mathematische Tafel; Messverfahren; Number concept; Zahlbegriff; Zahlenraum; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemstellung; Problemlösen
Abstract	Presented are the results of an investigation of stimulus integration capabilities of three- and four-year-old children in judgments of small and large numbers. There is much evidence that suggested young children have a concept of number for small numbers, but not for large ones. A concept of number was hypothesized by Piaget to rest on the child's ability to correctly integrate two stimulus dimensions, length and density. Piaget's analysis predicts that young children's judgments will obey the correct Length x Density Integration rule, whereas large number judgments would obey a one-dimensional rule. The study reveals that children's judgments of small numbers did follow the correct Length x Density rule, while the children used an incorrect Length + Density rule for large numbers. These results show that a concept of number is present for small numbers but not for large numbers, in line with previous work. Contrary to Piaget's analysis of previous work, the absence of a concept of number does not imply the absence of stimulus integration. (MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC