Preschool children's mapping of number words to nonsymbolic numerosities
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
Five-year-old children categorized as skilled versus unskilled counters were given verbal estimation and number word comprehension tasks with numerosities 20 – 120. Skilled counters showed a linear relation between number words and nonsymbolic numerosities. Unskilled counters showed the same linear relation for smaller numbers to which they could count, but not for larger number words. Further tasks indicated that unskilled counters failed even to correctly order large number words differing by a 2 : 1 ratio, whereas they performed well on this task with smaller numbers, and performed well on a nonsymbolic ordering task with the same numerosities. These findings provide evidence that large, approximate numerosity representations become linked to number words around the time that children learn to count to those words reliably.
|Keywords||No keywords specified (fix it)|
No categories specified
(categorize this paper)
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library||
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Paul Bloom (2001). Controversies in the Study of Word Learning. Behavioral and Brain Sciences 24 (6):1124-1130.
Elizabeth S. Spelke (2010). Core Multiplication in Childhood. Cognition 116 (2):204-216.
Elizabeth Spelke & Hilary Barth (2003). The Construction of Large Number Representations in Adults. Cognition 86 (3):201-221.
Yusuke Moriguchi, Takayuki Kanda, Hiroshi Ishiguro, Yoko Shimada & Shoji Itakura (2011). Can Young Children Learn Words From a Robot? Interaction Studies 12 (1):107-118.
Helen De Cruz (2008). An Extended Mind Perspective on Natural Number Representation. Philosophical Psychology 21 (4):475 – 490.
Len Taing & Jeffrey Lidz, The Development of “Most” Comprehension and Its Potential Dependence on Counting Ability in Preschoolers.
Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke, Symbolic Arithmetic Knowledge Without Instruction.
Jennifer S. Lipton & Elizabeth S. Spelke (2006). Preschool Children Master the Logic of Number Word Meanings. Cognition 98 (3):57-66.
Added to index2009-01-28
Total downloads32 ( #124,857 of 1,906,922 )
Recent downloads (6 months)13 ( #49,468 of 1,906,922 )
How can I increase my downloads?