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What Counts? Sources of Knowledge in Children’s Acquisition of the Successor Function
Child Development ( IF 5.661 ) Pub Date : 2021-01-21 , DOI: 10.1111/cdev.13524
Rose M Schneider 1 , Jessica Sullivan 2 , Kaiqi Guo 1 , David Barner 1
Affiliation  

Although many U.S. children can count sets by 4 years, it is not until 5½–6 years that they understand how counting relates to number—that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½- to 6-year-olds (N = 136) may leverage to acquire this “successor function”: (a) mastery of productive rules governing count list generation; and (b) training with “+1” math facts. Both productive counting and “+1” math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from “+1” math facts.

中文翻译:

什么重要?儿童获得继任者功能的知识来源

尽管许多美国儿童可以在 4 岁之前数数,但直到 5½ 至 6 岁他们才了解数数与数字的关系——也就是说,在一组数中加 1 需要数出一个数字。本研究检查了 3.5 至 6 岁儿童(N  = 136)可以用来获得这种“后继功能”的两个知识来源:(a) 掌握控制计数列表生成的生产规则;(b) 使用“+1”数学事实进行训练。有效计数和“+1”数学事实都与理解加 1 需要计算计数列表中的一个数字有关;然而,即使是具有强大后继知识的儿童也难以解决其算术表达式,这表明他们不会从“+1”数学事实中概括后继函数。
更新日期:2021-01-21
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