"Conservation" Responses in Very Young Children.

Autor/inn/en	Gotts, Edward Earl; und weitere
Titel	"Conservation" Responses in Very Young Children.
Quelle	(1975), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Comprehension; Concept Formation; Conservation (Concept); Developmental Tasks; Intellectual Development; Language Acquisition; Number Concepts; Perceptual Development; Preschool Education; Psycholinguistics; Research Design; Verbal Development + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Verstehen; Verständnis; Concept learning; Begriffsbildung; Konservierung; Entwicklungsaufgabe; Mental development; Geistige Entwicklung; Sprachaneignung; Spracherwerb; Number concept; Zahlbegriff; Wahrnehmungsentwicklung; Pre-school education; Vorschulerziehung; Psycholinguistik; Forschungsdesign
Abstract	The role of language in conservation tasks and the development of the concept of conservation of quantity in young children are investigated in this study. A total of 50 children, aged 3.0 to 4.7 years, were divided into three groups according to age with a large number clustered around age 4.0 years. Children were randomly assigned to one of two order effects. In the first effect, called the MORE condition, the child was presented with unequal rows of M&Ms and asked "Which row is (has) more, or are they both the same?" Following the child's response, the M&M's were equalized, then rearranged into unequal rows. The child was told "Take the row you want to eat, and eat all the M&Ms in that row." In the second effect, called the EAT condition, the same two instructions were given in the reverse order. Results indicate that children's comprehension of the "more" question increases with age; however, the children demonstrated better comprehension of numerosity when told to "eat" a row than when asked which row had "more." In addition, the children clustered at age 4 appeared to be transitional in verbal concept development regarding semantic contexts (the prior instruction "eat" cued them regarding the meaning of "more"). It is suggested that the results reflect on the young child's verbal concept development regarding number. (ED)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC