Influences of Problem Format and SES on Preschoolers' Understanding of Approximate Addition

Autor/inn/en	McNeil, Nicole M.; Fuhs, Mary Wagner; Keultjes, M. Claire; Gibson, Matthew H.
Titel	Influences of Problem Format and SES on Preschoolers' Understanding of Approximate Addition
Quelle	In: Cognitive Development, 26 (2011) 1, S.57-71 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2014
DOI	10.1016/j.cogdev.2010.08.010
Schlagwörter	Socioeconomic Status; Environmental Influences; Arithmetic; Preschool Children; Cognitive Ability; Comparative Analysis; Task Analysis + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Environmental influence; Umwelteinfluss; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Denkfähigkeit; Aufgabenanalyse
Abstract	Recent studies suggest that 5-year-olds can add and compare large numerical quantities through approximate representations of number. However, the nature of this understanding and its susceptibility to environmental influences remain unclear. We examined whether children's early competence depends on the canonical problem format (i.e., arithmetic operations presented on the left side). Sixty children from middle-to-high-SES backgrounds (Experiment 1) and 47 children from low-SES backgrounds (Experiment 2) viewed events that required them to add and compare large numbers. Events were shown in a canonical or noncanonical format. Children from both SES backgrounds performed above chance on the approximate addition tasks, but children from middle-to-high-SES backgrounds performed significantly better. Moreover, children from middle-to-high SES backgrounds performed better when problems were presented in the canonical format, whereas children from low-SES backgrounds did not. These results suggest that children's understanding of approximate number is affected by some of the same environmental factors that affect performance on exact arithmetic tasks. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10