How 15 Hundred Is like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition

Autor/inn/en	Thompson, Clarissa A.; Opfer, John E.
Titel	How 15 Hundred Is like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition
Quelle	In: Child Development, 81 (2010) 6, S.1768-1786 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2010.01509.x
Schlagwörter	Experimental Groups; Grade 6; Grade 2; Age Differences; Grade 3; Adults; Classification; Number Concepts; Schemata (Cognition); Child Development + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; School year 02; 2. Schuljahr; Schuljahr 02; Age; Difference; Age difference; Altersunterschied; School year 03; 3. Schuljahr; Schuljahr 03; Classification system; Klassifikation; Klassifikationssystem; Number concept; Zahlbegriff; Cognition; Schema; Kognition; Kindesentwicklung
Abstract	How does understanding the decimal system change with age and experience? Second, third, sixth graders, and adults (Experiment 1: N = 96, mean ages = 7.9, 9.23, 12.06, and 19.96 years, respectively) made number line estimates across 3 scales (0-1,000, 0-10,000, and 0-100,000). Generation of linear estimates increased with age but decreased with numerical scale. Therefore, the authors hypothesized highlighting commonalities between small and large scales (15:100::1500:10000) might prompt children to generalize their linear representations to ever-larger scales. Experiment 2 assigned second graders (N = 46, mean age = 7.78 years) to experimental groups differing in how commonalities of small and large numerical scales were highlighted. Only children experiencing progressive alignment of small and large scales successfully produced linear estimates on increasingly larger scales, suggesting analogies between numeric scales elicit broad generalization of linear representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10