Developmental Processes and Stages in the Acquisition of Cardinality
This is a study of the level of children's understanding of cardinality, focusing on the difference between a true cardinality response and the application of a mechanically learned rule. The authors also evaluate and discuss the possible relationship between cardinality and counting.The subjects we...
| Authors: | ; |
|---|---|
| Format: | Article |
| Publication date: | 1990 |
| Country: | España |
| Institution: | Universidad Complutense de Madrid (UCM) |
| Repository: | Docta Complutense |
| Language: | Spanish |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/60157 |
| Online Access: | https://hdl.handle.net/20.500.14352/60157 |
| Access Level: | Open access |
| Keyword: | 159.922 37.015.3 Psicología evolutiva Psicología de la educación (Psicología) 6102.01 Psicología Evolutiva 6104 Psicopedagogía |
| _version_ | 1878736364208390144 |
|---|---|
| author | Bermejo Fernández, Vicente |
| author2 | Lago Marcos, María Oliva |
| author2_role | author |
| author_browse | Bermejo Fernández, Vicente Lago Marcos, María Oliva |
| author_facet | Bermejo Fernández, Vicente Lago Marcos, María Oliva |
| author_role | author |
| collection | Docta Complutense |
| description | This is a study of the level of children's understanding of cardinality, focusing on the difference between a true cardinality response and the application of a mechanically learned rule. The authors also evaluate and discuss the possible relationship between cardinality and counting.The subjects were two groups of 32 preschool children, ranging in age from 4 years 3 months to 6 years 3 months. Experimental methodology included two large sets of tests (elements-cardinal vs cardinal-elements), using both numbers and vowels with forward vs backward counting, and visual vs verbal presentation conditions. Results show that cardinality responses are affected by both the direction and nature of the elements in the counting sequence. Scrutiny of errors committed in the various tests enables us to suggest six stages in the acquisition of cardinality. Although there appears to be a developmental dependency between counting and cardinality, this relationship is not significant in all cases. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_8dbb0ec0dd3f9eea5cf7b0484980aa92 |
| institution | Universidad Complutense de Madrid (UCM) |
| instname_str | Universidad Complutense de Madrid (UCM) |
| language | spa |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:docta.ucm.es:20.500.14352/60157 |
| publishDate | 1990 |
| publishDateSort | 1990 |
| publisher | SAGE Publications |
| publisherStr | SAGE Publications |
| reponame_str | Docta Complutense |
| spelling | Developmental Processes and Stages in the Acquisition of Cardinality Bermejo Fernández, Vicente Lago Marcos, María Oliva 159.922 37.015.3 Psicología evolutiva Psicología de la educación (Psicología) 6102.01 Psicología Evolutiva 6104 Psicopedagogía This is a study of the level of children's understanding of cardinality, focusing on the difference between a true cardinality response and the application of a mechanically learned rule. The authors also evaluate and discuss the possible relationship between cardinality and counting.The subjects were two groups of 32 preschool children, ranging in age from 4 years 3 months to 6 years 3 months. Experimental methodology included two large sets of tests (elements-cardinal vs cardinal-elements), using both numbers and vowels with forward vs backward counting, and visual vs verbal presentation conditions. Results show that cardinality responses are affected by both the direction and nature of the elements in the counting sequence. Scrutiny of errors committed in the various tests enables us to suggest six stages in the acquisition of cardinality. Although there appears to be a developmental dependency between counting and cardinality, this relationship is not significant in all cases. SAGE Publications https://hdl.handle.net/20.500.14352/60157 |
| spellingShingle | Developmental Processes and Stages in the Acquisition of Cardinality Bermejo Fernández, Vicente 159.922 37.015.3 Psicología evolutiva Psicología de la educación (Psicología) 6102.01 Psicología Evolutiva 6104 Psicopedagogía |
| title | Developmental Processes and Stages in the Acquisition of Cardinality |
| title_full | Developmental Processes and Stages in the Acquisition of Cardinality |
| title_fullStr | Developmental Processes and Stages in the Acquisition of Cardinality |
| title_full_unstemmed | Developmental Processes and Stages in the Acquisition of Cardinality |
| title_short | Developmental Processes and Stages in the Acquisition of Cardinality |
| title_sort | Developmental Processes and Stages in the Acquisition of Cardinality |
| topic | 159.922 37.015.3 Psicología evolutiva Psicología de la educación (Psicología) 6102.01 Psicología Evolutiva 6104 Psicopedagogía |
| topic_facet | 159.922 37.015.3 Psicología evolutiva Psicología de la educación (Psicología) 6102.01 Psicología Evolutiva 6104 Psicopedagogía |
| url | https://hdl.handle.net/20.500.14352/60157 |