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 subjec...

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Detalles Bibliográficos
Autores: Bermejo Fernández, Vicente, Lago Marcos, María Oliva
Tipo de recurso: artículo
Fecha de publicación:1990
País:España
Institución:Universidad Complutense de Madrid (UCM)
Repositorio:Docta Complutense
Idioma:español
OAI Identifier:oai:docta.ucm.es:20.500.14352/60157
Acceso en línea:https://hdl.handle.net/20.500.14352/60157
Access Level:acceso abierto
Palabra clave:159.922
37.015.3
Psicología evolutiva
Psicología de la educación (Psicología)
6102.01 Psicología Evolutiva
6104 Psicopedagogía
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spelling Developmental Processes and Stages in the Acquisition of CardinalityBermejo Fernández, VicenteLago Marcos, María Oliva159.92237.015.3Psicología evolutivaPsicología de la educación (Psicología)6102.01 Psicología Evolutiva6104 PsicopedagogíaThis 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 PublicationsUniversidad Complutense de Madrid19901990-01-0119901990-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14352/60157reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)Españolspaopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/601572026-06-02T12:44:21Z
dc.title.none.fl_str_mv Developmental Processes and Stages in the Acquisition of Cardinality
title Developmental Processes and Stages in the Acquisition of Cardinality
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_short 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_sort Developmental Processes and Stages in the Acquisition of Cardinality
dc.creator.none.fl_str_mv Bermejo Fernández, Vicente
Lago Marcos, María Oliva
author Bermejo Fernández, Vicente
author_facet Bermejo Fernández, Vicente
Lago Marcos, María Oliva
author_role author
author2 Lago Marcos, María Oliva
author2_role author
dc.contributor.none.fl_str_mv Universidad Complutense de Madrid
dc.subject.none.fl_str_mv 159.922
37.015.3
Psicología evolutiva
Psicología de la educación (Psicología)
6102.01 Psicología Evolutiva
6104 Psicopedagogía
topic 159.922
37.015.3
Psicología evolutiva
Psicología de la educación (Psicología)
6102.01 Psicología Evolutiva
6104 Psicopedagogía
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.
publishDate 1990
dc.date.none.fl_str_mv 1990
1990-01-01
1990
1990-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/60157
url https://hdl.handle.net/20.500.14352/60157
dc.language.none.fl_str_mv Español
spa
language_invalid_str_mv Español
language spa
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SAGE Publications
publisher.none.fl_str_mv SAGE Publications
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
collection Docta Complutense
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300724

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