Acquisition of the Cardinal Word Principle: The Role of Input

Autor/inn/en	Mix, Kelly S.; Sandhofer, Catherine M.; Moore, Julie Anne; Russell, Christina
Titel	Acquisition of the Cardinal Word Principle: The Role of Input
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 2, S.274-283 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.10.003
Schlagwörter	Picture Books; Preschool Children; Young Children; Early Childhood Education; Reading; Computation; Numbers + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Leseprozess; Lesen; Zahlenraum
Abstract	We investigated whether specific input helps 3-1/2-year-olds discover that the last word in a count represents its cardinal value (i.e., the cardinal word principle). In Study 1, we contrasted four training approaches. The only approach to yield significant improvement was to label a set's cardinality and then immediately count it. This training is consistent with previously hypothesized mechanisms based on juxtaposing a set's cardinal label with its count in close temporal contiguity (e.g., Klahr & Wallace, 1976; Schaeffer, Eggleston, & Scott, 1974), as well as general theories of comparison and categorization (e.g., Gentner, 2005). In Study 2, we asked parents to read picture books to their preschool children and found that they rarely provide cardinal labels immediately followed by counting, even when asked to read a book about number. (Contains 3 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11