Math in Actions: Actor Mode Reveals the True Arithmetic Abilities of French-Speaking 2-Year-Olds in a Magic Task

Autor/inn/en	Lubin, Amelie; Poirel, Nicolas; Rossi, Sandrine; Pineau, Arlette; Houde, Olivier
Titel	Math in Actions: Actor Mode Reveals the True Arithmetic Abilities of French-Speaking 2-Year-Olds in a Magic Task
Quelle	In: Journal of Experimental Child Psychology, 103 (2009) 3, S.376-385 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2009.02.002
Schlagwörter	Speech Communication; Figurative Language; Arithmetic; French; Toddlers; Mathematics; Evaluation + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Französisch; Infant; Infants; Toddler; Kleinkind; Mathematik; Evaluierung
Abstract	Our previous studies provide some evidence of between-language effects on arithmetic performance in 2-year-olds. French-speaking children were especially biased by the use of the word "un" as a cardinal value and as an article in the singular/plural opposition (1 vs. the set 2, 3, ...). Here we evaluated the ability of a new action-based assessment method to avoid this bias. A total of 80 French-speaking 2- and 3-year-olds were confronted with impossible (1 + 1 = 1 or 1 + 1 = 3) and possible (1 + 1 = 2) addition problems that triggered the bias. The problems were either presented to the children by the experimenter (onlooker mode) or realized by themselves (actor mode). The 2-year-olds performed better in the actor mode than in the onlooker mode. A subtraction control with no language ambiguity (2-1 = 2 or 1) was conducted with 80 other children; both modes elicited comparable performances regardless of age. These data indicate that the actor mode is effective for assessing arithmetic ability in French-speaking 2-year-olds. (Contains 1 table and 5 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10