NUMBER REPRESENTATION IN YOUNG CHILDREN: THE UNDERSTANDING OF QUANTITATIVE RELATIONS AMONG NUMERALS (COUNTING).
Item
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Title
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NUMBER REPRESENTATION IN YOUNG CHILDREN: THE UNDERSTANDING OF QUANTITATIVE RELATIONS AMONG NUMERALS (COUNTING).
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Identifier
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AAI8501124
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identifier
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8501124
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Creator
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COHEN, WARREN M.
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Contributor
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David Rindskopf
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Date
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1984
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Language
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English
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Publisher
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City University of New York.
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Subject
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Psychology, Developmental
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Abstract
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The present research assessed preschool children's knowledge of cardinal number and ability to make comparisons of numerical values. Two studies were conducted. In the first study 15 3-year-old and 15 4- 1/2-year-old children were asked to judge whether a series of additions, subtractions and spatial relocations changed the given value of a set of objects into another given value. It was hypothesized that children's performance on this task would be affected by set size and the direction of the requested change in numerical value. In the second study 15 3-year-old and 15 4- 1/2-year-old children were asked to transform sets of a given value into another given value.;The findings of Study 1 indicated that children made more correct judgments on the spatial relocation tasks when set size was small. Children did not consistently base their judgments on either the length or the density of the array. It was also found that most of the children confused change in spatial extent with change in numerical value. Children did not make more correct judgments on this task when the numerical value was increasing rather than decreasing. On the addition and subtraction trials children also made more correct responses on the small set size trials.;An analysis of the strategies children used in Study 2 found 3 levels of strategy use which reflected unquantified, partially quantified and fully quantified conceptions of the numeration system. The findings of Study 2 indicated that children used strategies that could be characterized according to different levels of quantitative knowledge. Neither children's accuracy at producing the new set nor their use of strategies were affected by set size or the direction of numerical change.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
