Nonsymbolic, Approximate Arithmetic in Children: Abstract Addition Prior to Instruction

Autor/inn/en	Barth, Hilary; Beckmann, Lacey; Spelke, Elizabeth S.
Titel	Nonsymbolic, Approximate Arithmetic in Children: Abstract Addition Prior to Instruction
Quelle	In: Developmental Psychology, 44 (2008) 5, S.1466-1477 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0013046
Schlagwörter	Kindergarten; Arithmetic; Reading Instruction; Young Children; Preschool Children; Numbers; Experiments; Schemata (Cognition); Computer Uses in Education; Tests; Student Evaluation; Massachusetts + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Leseunterricht; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zahlenraum; Erprobung; Cognition; Schema; Kognition; Computernutzung; Examination; Prüfung; Examen; Schulnote; Studentische Bewertung; Master-Studiengang
Abstract	Do children draw upon abstract representations of number when they perform approximate arithmetic operations? In this study, kindergarten children viewed animations suggesting addition of a sequence of sounds to an array of dots, and they compared the sum to a second dot array that differed from the sum by 1 of 3 ratios. Children performed this task successfully with all the signatures of adults' nonsymbolic number representations: accuracy modulated by the ratio of the sum and the comparison quantity, equal performance for within- and cross-modality tasks and for addition and comparison tasks, and performance superior to that of a matched subtraction task. The findings provide clear evidence for nonsymbolic numerical operations on abstract numerical quantities in children who have not yet been taught formal arithmetic. (Contains 3 figures, 2 tables, and 8 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10