A 3-year longitudinal study of children's comprehension of counting: Do they recognize the optional nature of nonessential counting features?
This 3-year longitudinal study examines developmental changes in children's ability to differentiate essential from nonessential counting features. Kindergarteners watched a computer-presented detection task which included three kinds of counts: correct conventional, erroneous and pseudoerrors...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad Complutense de Madrid (UCM) |
| Repositorio: | Docta Complutense |
| Idioma: | inglés |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/107567 |
| Acceso en línea: | https://hdl.handle.net/20.500.14352/107567 |
| Access Level: | acceso embargado |
| Palabra clave: | 159.922 159.922.7 612.65-053.2 37.015.3 Counting Mathematics Detection task Pseudoerrors Individual differences Developmental trajectory Longitudinal Psicología evolutiva Psicología de la educación (Psicología) 6102.01 Psicología Evolutiva 6102.04 Psicología Escolar |
| Sumario: | This 3-year longitudinal study examines developmental changes in children's ability to differentiate essential from nonessential counting features. Kindergarteners watched a computer-presented detection task which included three kinds of counts: correct conventional, erroneous and pseudoerrors (with and without statements of cardinal values for the sets). Children had to judge the correctness of those counts and justify their responses. Our data showed that children's explanations provided additional information and thus increased reliability of the assessment. Children were better at detecting erroneous counts than pseudoerrors and at detecting pseudoerrors with cardinal value than pseudoerrors without it. Group analysis showed that children's performance improved with age but analysis of individual differences qualified this result by identifying individual differences in developmental patterns. This study thus provides a more detailed picture of the developmental trajectories of children's comprehension of essential and nonessential counting aspects |
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