Are Number Gestures Easier than Number Words for Preschoolers?

Autor/inn/en	Nicoladis, Elena; Pika, Simone; Marentette, Paula
Titel	Are Number Gestures Easier than Number Words for Preschoolers?
Quelle	In: Cognitive Development, 25 (2010) 3, S.247-261 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2010.04.001
Schlagwörter	Numbers; Nonverbal Communication; Vocabulary; Cognitive Mapping; Preschool Children; Cognitive Processes; Toys; Symbols (Mathematics); Task Analysis + Suchen Sie Ihr Suchwort? Zahlenraum; Non-verbal communication; Nonverbale Kommunikation; Wortschatz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognitive process; Kognitiver Prozess; Toy; Spielzeug; Aufgabenanalyse
Abstract	Some researchers have argued that children's earliest symbols are based on their sensorimotor experience and that arbitrary symbol-referent mapping poses a challenge for them. If so, exposure to iconic symbols (such as one-finger-for-one-object manual gestures) might help children in a difficult domain such as number. We assessed 44 preschoolers' processing of number gestures and number words on two tasks: give-a-number and how-many. Children were generally more accurate when mapping number words than number gestures onto a number of toys, suggesting that the iconicity of number gestures does not help children map symbols to numbers. We argue that children learn number gestures as arbitrary symbols and do not take advantage of their iconicity. (Contains 5 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10