The Development and Assessment of Early Cardinal-Number Concepts

Autor/inn/en	Baroody, Arthur J.; Mix, Kelly S.; Kartal, Gamze; Lai, Meng-lung
Titel	The Development and Assessment of Early Cardinal-Number Concepts
Quelle	In: Journal of Numerical Cognition, 9 (2023) 1, S.182-195 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Baroody, Arthur J.) ORCID (Mix, Kelly S.) ORCID (Kartal, Gamze) ORCID (Lai, Meng-lung) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Number Concepts; Recall (Psychology); Task Analysis; Preschool Children; Computation; Mathematics Skills; Recognition (Psychology); Numeracy; Indiana; Michigan + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Abberufung; Aufgabenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Recognition; Wiedererkennen; Rechenkompetenz
Abstract	Number-recognition tasks, such as the how-many task, involve set-to-word mapping, and number-creation tasks, such as the give-n task, entail word-to-set mapping. The present study involved comparing sixty 3-year-olds' performance on the two tasks with collections of one to three items over three time points about 3 weeks apart. Inconsistent with the sparse evidence indicating equivalent task performance, an omnibus test indicated that success differed significantly by task (and set size but not by time). A follow-up analysis indicated that the hypothesis that success emerges first on the how-many task was, in general, significantly superior to the hypothesis of simultaneous development. It further indicated the how-many-first hypothesis was superior to a give-n-first hypothesis for sets of three. A theoretical implication is that set-to-word mapping appears to develop before word-to-set mapping, especially in the case of three. A methodological implication is that the give-n task may underestimate a key aspect of children's cardinal understanding of small numbers. Another is that the traditional give-n task, which requires checking an initial response by one-to-one counting, confounds pre-counting and counting competencies. (As Provided).
Anmerkungen	Leibniz Institute for Psychology. Universitatsring 15, Trier, 54296, Germany. e-mail: support@psychopen.eu; Web site: https://jnc.psychopen.eu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01