ERIC Number: EJ1263781
Record Type: Journal
Publication Date: 2020-Sep
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1467-7687
EISSN: N/A
Available Date: N/A
Partial Knowledge in the Development of Number Word Understanding
O'Rear, Connor D.; McNeil, Nicole M.; Kirkland, Patrick K.
Developmental Science, v23 n5 e12944 Sep 2020
A common measure of number word understanding is the give-N task. Traditionally, to receive credit for understanding a number, N, children must understand that N does not apply to other set sizes (e.g. a child who gives three when asked for 'three' but also when asked for 'four' would not be credited with knowing 'three'). However, it is possible that children who correctly provide the set size directly above their knower level but also provide that number for other number words ('N + 1 givers') may be in a partial, transitional knowledge state. In an integrative analysis including 191 preschoolers, subset knowers who correctly gave N + 1 at pretest performed better at posttest than did those who did not correctly give N + 1. This performance was not reflective of 'full' knowledge of N + 1, as N + 1 givers performed worse than traditionally coded knowers of that set size on separate measures of number word understanding within a given timepoint. Results support the idea of graded representations (Munakata, Trends in Cognitive Sciences, 5, 309-315, 2001.) in number word development and suggest traditional approaches to coding the give-N task may not completely capture children's knowledge.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1661086
Data File: URL: https://osf.io/u5ya6/
Author Affiliations: N/A