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Direct linkCheung, Pierina; Toomey, Mary; Jiang, Yahao Harry; Stoop, Tawni B.; Shusterman, Anna – Developmental Science, 2022
Studies on children's understanding of counting examine when and how children acquire the cardinal principle: the idea that the last word in a counted set reflects the cardinal value of the set. Using Wynn's (1990) Give-N Task, researchers classify children who can count to generate large sets as having acquired the cardinal principle…
Descriptors: Computation, Performance, Number Concepts, Numeracy
Peer reviewedPaik, Jae H.; Mix, Kelly S. – Child Development, 2003
Two experiments tested claim that transparency of Korean fraction names promotes fraction concepts. Findings indicated that U.S. and Korean first- and second-graders erred similarly on a fraction-identification task, by treating fractions as whole numbers. Korean children performed at chance when whole-number representation was included but…
Descriptors: Children, Cognitive Development, Comparative Analysis, Cross Cultural Studies
