Partial knowledge in the development of number word understanding.

Szczegóły
Abstrakt

Tytuł:: Partial knowledge in the development of number word understanding.
Autorzy:: O'Rear CD; University of Notre Dame, Notre Dame, IN, USA.
McNeil NM; University of Notre Dame, Notre Dame, IN, USA.
Kirkland PK; University of Notre Dame, Notre Dame, IN, USA.
Źródło:: Developmental science [Dev Sci] 2020 Sep; Vol. 23 (5), pp. e12944. Date of Electronic Publication: 2020 Apr 03.
Typ publikacji:: Journal Article; Research Support, U.S. Gov't, Non-P.H.S.
Język:: English
Imprint Name(s):: Original Publication: Oxford, UK ; Malden, MA, USA : Wiley-Blackwell, c1998-
MeSH Terms:: Cognition*
Knowledge*
Mathematics*
Learning/*physiology
Child, Preschool ; Comprehension ; Family ; Female ; Humans ; Male
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Grant Information:: DRL-1661086 International National Science Foundation (NSF)
Entry Date(s):: Date Created: 20200207 Date Completed: 20201109 Latest Revision: 20201109
Update Code:: 20240105
DOI:: 10.1111/desc.12944
PMID:: 32026558
: Czasopismo naukowe

Pełny tekst

A common measure of number word understanding is the give-N task. Traditionally, to receive credit for understanding a number, N, children must understand that N does not apply to other set sizes (e.g. a child who gives three when asked for 'three' but also when asked for 'four' would not be credited with knowing 'three'). However, it is possible that children who correctly provide the set size directly above their knower level but also provide that number for other number words ('N + 1 givers') may be in a partial, transitional knowledge state. In an integrative analysis including 191 preschoolers, subset knowers who correctly gave N + 1 at pretest performed better at posttest than did those who did not correctly give N + 1. This performance was not reflective of 'full' knowledge of N + 1, as N + 1 givers performed worse than traditionally coded knowers of that set size on separate measures of number word understanding within a given timepoint. Results support the idea of graded representations (Munakata, Trends in Cognitive Sciences, 5, 309-315, 2001.) in number word development and suggest traditional approaches to coding the give-N task may not completely capture children's knowledge.
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