Starting small: exploring the origins of successor function knowledge

نویسندگان

چکیده

Although most U. S. children can accurately count sets by 4 years of age, many fail to understand the structural analogy between counting and number — that adding 1 a set corresponds up word in list. While are theorized establish this Structure Mapping coincident with learning how is used generate sets, they initially have an item-based understanding relationship, infer that, e.g, “five” “six”, while failing e.g., “twenty-five” “twenty-six” despite being able recite these numbers when aloud. The item-specific nature children's successes reasoning about relationship changes cardinality list raises possibility such emerges later development, ability does not depend on count. We test hypothesis two experiments find evidence perform addition operations before become competent counters. Even after learn count, we their remains restricted very small numbers, rather than drawing generalized knowledge represents number. discuss early associations words might play role constructing quantity.

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ژورنال

عنوان ژورنال: Developmental Science

سال: 2021

ISSN: ['1363-755X', '1467-7687']

DOI: https://doi.org/10.1111/desc.13091