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Because it's there! Why some children count, rather than infer numerical relationships.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Because it's there! Why some children count, rather than infer numerical relationships. / Muldoon, Kevin P.; Lewis, Charlie; Towse, John N.
In: Cognitive Development, Vol. 20, No. 3, 07.2005, p. 472-491.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Muldoon, KP, Lewis, C & Towse, JN 2005, 'Because it's there! Why some children count, rather than infer numerical relationships.', Cognitive Development, vol. 20, no. 3, pp. 472-491. https://doi.org/10.1016/j.cogdev.2005.05.008

APA

Muldoon, K. P., Lewis, C., & Towse, J. N. (2005). Because it's there! Why some children count, rather than infer numerical relationships. Cognitive Development, 20(3), 472-491. https://doi.org/10.1016/j.cogdev.2005.05.008

Vancouver

Muldoon KP, Lewis C, Towse JN. Because it's there! Why some children count, rather than infer numerical relationships. Cognitive Development. 2005 Jul;20(3):472-491. doi: 10.1016/j.cogdev.2005.05.008

Author

Muldoon, Kevin P. ; Lewis, Charlie ; Towse, John N. / Because it's there! Why some children count, rather than infer numerical relationships. In: Cognitive Development. 2005 ; Vol. 20, No. 3. pp. 472-491.

Bibtex

@article{770e1367343e4d3c8093e14a63d1dfc2,
title = "Because it's there! Why some children count, rather than infer numerical relationships.",
abstract = "Two experiments are described that investigate the ability to infer the number of items in oneto- one corresponding sets for two age groups. We assess the influence of set-size, the visibility of sets, and the way in which set equivalence is derived - pairing versus sharing - using a repeated-measures design. Three-year-olds are largely restricted to inferring number after separating out conceptually paired items. In contrast, four-year-olds are able to make appropriate inferences about shared items, but they typically prefer to count those items if they are visible. Moreover, the size of corresponding sets affects children{\textquoteright}s propensity to count rather than infer. Children count more often on larger sets. The ability to infer number using cardinal extension is associated most strongly with sharing proficiency, although counting skills also play an important part. We discuss how the data reveal an emerging understanding of the relationship between one-to-one correspondence and cardinality.",
keywords = "Sharing, Counting, One-to-one correspondence, Numerical equivalence",
author = "Muldoon, {Kevin P.} and Charlie Lewis and Towse, {John N.}",
note = "The final, definitive version of this article has been published in the Journal, Cognitive Development 20 (3), 2005, {\textcopyright} ELSEVIER.",
year = "2005",
month = jul,
doi = "10.1016/j.cogdev.2005.05.008",
language = "English",
volume = "20",
pages = "472--491",
journal = "Cognitive Development",
issn = "0885-2014",
publisher = "Elsevier Limited",
number = "3",

}

RIS

TY - JOUR

T1 - Because it's there! Why some children count, rather than infer numerical relationships.

AU - Muldoon, Kevin P.

AU - Lewis, Charlie

AU - Towse, John N.

N1 - The final, definitive version of this article has been published in the Journal, Cognitive Development 20 (3), 2005, © ELSEVIER.

PY - 2005/7

Y1 - 2005/7

N2 - Two experiments are described that investigate the ability to infer the number of items in oneto- one corresponding sets for two age groups. We assess the influence of set-size, the visibility of sets, and the way in which set equivalence is derived - pairing versus sharing - using a repeated-measures design. Three-year-olds are largely restricted to inferring number after separating out conceptually paired items. In contrast, four-year-olds are able to make appropriate inferences about shared items, but they typically prefer to count those items if they are visible. Moreover, the size of corresponding sets affects children’s propensity to count rather than infer. Children count more often on larger sets. The ability to infer number using cardinal extension is associated most strongly with sharing proficiency, although counting skills also play an important part. We discuss how the data reveal an emerging understanding of the relationship between one-to-one correspondence and cardinality.

AB - Two experiments are described that investigate the ability to infer the number of items in oneto- one corresponding sets for two age groups. We assess the influence of set-size, the visibility of sets, and the way in which set equivalence is derived - pairing versus sharing - using a repeated-measures design. Three-year-olds are largely restricted to inferring number after separating out conceptually paired items. In contrast, four-year-olds are able to make appropriate inferences about shared items, but they typically prefer to count those items if they are visible. Moreover, the size of corresponding sets affects children’s propensity to count rather than infer. Children count more often on larger sets. The ability to infer number using cardinal extension is associated most strongly with sharing proficiency, although counting skills also play an important part. We discuss how the data reveal an emerging understanding of the relationship between one-to-one correspondence and cardinality.

KW - Sharing

KW - Counting

KW - One-to-one correspondence

KW - Numerical equivalence

U2 - 10.1016/j.cogdev.2005.05.008

DO - 10.1016/j.cogdev.2005.05.008

M3 - Journal article

VL - 20

SP - 472

EP - 491

JO - Cognitive Development

JF - Cognitive Development

SN - 0885-2014

IS - 3

ER -