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Children´s understandings of counting

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dc.contributor.author Rodríguez, Purificación
dc.contributor.author Lago, Oliva
dc.contributor.author Enesco, Ileana
dc.contributor.author Guerrero Moreno, Silvia
dc.date.accessioned 2019-02-04T16:14:41Z
dc.date.available 2019-02-04T16:14:41Z
dc.date.issued 2013
dc.identifier.citation Journal of Experimental Child Psychology. 2013, (114), 35-46 es_ES
dc.identifier.uri http://hdl.handle.net/10578/19832
dc.description.abstract In this study, the development of comprehension of essential and nonessential aspects of counting is examined in children ranging from 5 to 8 years of age. Essential aspects, such as logical rules, and nonessential aspects, including conventional rules, were studied. To address this, we created a computer program in which children watched counting errors (abstraction and order irrelevance errors) and pseudoerrors (with and without cardinal value errors) occurring during a detection task. The children judged whether the characters had counted the items correctly and were asked to justify their responses. In general, our data show that performance improved substantially with age in terms of both error and pseudoerror detection; furthermore, performance was better with regard to errors than to pseudoerrors as well as on pseudoerror tasks with cardinal values versus those without cardinal values. In addition, the children’s justifications, for both the errors and pseudoerrors, made possible the identification of conventional rules underlying the incorrect responses. A particularly relevant trend was that children seem to progressively ignore these rules as they grow older. Nevertheless, this process does not end at 8 years of age given that the conventional rules of temporal and spatial adjacency were present in their judgments and were primarily responsible for the incorrect responses. es_ES
dc.format text/plain es_ES
dc.language.iso en es_ES
dc.publisher Elsevier es_ES
dc.rights info:eu-repo/semantics/closedAccess es_ES
dc.subject Detection task es_ES
dc.subject Errors es_ES
dc.subject Pseudoerrors es_ES
dc.subject Order irrelevance principle es_ES
dc.subject Cardinal number es_ES
dc.subject Counting es_ES
dc.subject Tarea de detección es_ES
dc.subject Errores es_ES
dc.subject Pseudoerrores es_ES
dc.subject Principio de irrelevancia de la orden es_ES
dc.subject Número cardinal es_ES
dc.title Children´s understandings of counting es_ES
dc.title.alternative Detection of errors and pseudoerrors by kindergarten and primary school children es_ES
dc.type info:eu-repo/semantics/article es_ES
dc.identifier.DOI 10.1016/j.jecp.2012.08.005

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