Preschool Children's Mapping of Number Words to Nonsymbolic Numerosities

Abstract

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.

Links

PhilArchive



    Upload a copy of this work     Papers currently archived: 74,509

External links

  • This entry has no external links. Add one.
Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

  • Only published works are available at libraries.

Similar books and articles

An Extended Mind Perspective on Natural Number Representation.Helen De Cruz - 2008 - Philosophical Psychology 21 (4):475 – 490.
Core Multiplication in Childhood.Elizabeth S. Spelke - 2010 - Cognition 116 (2):204-216.
Controversies in the Study of Word Learning.Paul Bloom - 2001 - Behavioral and Brain Sciences 24 (6):1124-1130.
Estimating Large Numbers.David Landy, Noah Silbert & Aleah Goldin - 2013 - Cognitive Science 37 (5):775-799.

Analytics

Added to PP
2010-12-22

Downloads
41 (#282,536)

6 months
1 (#417,896)

Historical graph of downloads
How can I increase my downloads?