Acquisition of the cardinal word principle: The role of input |
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Authors: | Kelly S Mix Catherine M Sandhofer Julie Anne Moore Christina Russell |
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Institution: | 1. College of Education, Michigan State University, United States;2. Department of Psychology, University of California, Los Angeles, United States;3. School of Education, Indiana University, United States |
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Abstract: | We investigated whether specific input helps 3-1/2-year-olds discover that the last word in a count represents its cardinal value (i.e., the cardinal word principle). In Study 1, we contrasted four training approaches. The only approach to yield significant improvement was to label a set's cardinality and then immediately count it. This training is consistent with previously hypothesized mechanisms based on juxtaposing a set's cardinal label with its count in close temporal contiguity (e.g., 0105 and 0175), as well as general theories of comparison and categorization (e.g., Gentner, 2005). In Study 2, we asked parents to read picture books to their preschool children and found that they rarely provide cardinal labels immediately followed by counting, even when asked to read a book about number. |
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Keywords: | Number concepts Early childhood Cardinality Counting Cognitive development |
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