Linear Numerical-Magnitude Representations Aid Children's Memory for Numbers

Autor/inn/en	Thompson, Clarissa A.; Siegler, Robert S.
Titel	Linear Numerical-Magnitude Representations Aid Children's Memory for Numbers
Quelle	(2010), (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/0956797610378309
Schlagwörter	Teaching Methods; Memory; Numbers; Preschool Children; Elementary School Students; Socioeconomic Status; Numeracy; Knowledge Level; Mathematics Skills; Correlation; Cognitive Development; Concept Formation; Recall (Psychology); Computation; Grade 2; Age Differences; Pennsylvania + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Gedächtnis; Zahlenraum; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Rechenkompetenz; Wissensbasis; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation; Kognitive Entwicklung; Concept learning; Begriffsbildung; Abberufung; School year 02; 2. Schuljahr; Schuljahr 02; Age; Difference; Age difference; Altersunterschied
Abstract	We investigated the relation between children's numerical-magnitude representations and their memory for numbers. Results of three experiments indicated that the more linear children's magnitude representations were, the more closely their memory of the numbers approximated the numbers presented. This relation was present for preschoolers and second graders, for children from low-income and middle-income backgrounds, for the ranges 0 through 20 and 0 through 1,000, and for four different tasks (number line, measurement, numerosity, and categorization) measuring numerical-magnitude representations. Other types of numerical knowledge--numeral identification and counting--were unrelated to recall of the same numerical information. The results also indicated that children's representations vary from trial to trial with the numbers they need to represent and remember and that general strategy-choice mechanisms may operate in selection of numerical representations, as in other domains. [This article was published in "Psychological Science," v21 n9 p1274-1281 2010.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01