The role of manipulation of concrete representations in early cardinal comprehension.
This study examines the impact of manipulation on the performance of 3.5‐ and 4‐year‐old children in the Give‐N task with concrete representations (sets of bottle caps and pictures of dots) and spoken number words. In this task, children were asked to give a certain number of items (cookies) using t...
| Publicado en: | Infant & Child Development Vol. 30; no. 6; pp. 1 - 16 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Nov2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154022264&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154022264 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 15227227 BW5 jtl: Infant & Child Development issn: 15227227 maglogo: Y pubinfo: dt: Nov2021 vid: 30 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 154022264 151842537 154022264 154022264 10.1002/icd.2266 154022264 ppf: 1 ppct: 15 formats: tig: atl: The role of manipulation of concrete representations in early cardinal comprehension. aug: au: Rodríguez, Jimena Salsa, Analía Martí, Eduardo affil: Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Instituto Rosario de Investigaciones en Ciencias de la Educación ‐ IRICE (CONICET, UNR), Rosario, Argentina sug: subj: Object Manipulation Task Performance and Analysis Evaluation Speech Perception Cognition Human Reading Child, Preschool Language Photography Child, Preschool: 2-5 years ab: This study examines the impact of manipulation on the performance of 3.5‐ and 4‐year‐old children in the Give‐N task with concrete representations (sets of bottle caps and pictures of dots) and spoken number words. In this task, children were asked to give a certain number of items (cookies) using the three representational formats. Children were assigned to one of two conditions: manipulation (children could physically interact with the objects and pictures) or observation (children watched as the experimenter presented the representations). Results show that manipulation had different effects according to the age of the children. For 3.5‐year‐olds, manipulation with objects but not with pictures consisted in task‐irrelevant actions, and hindered performance. For 4‐year‐olds, however, manipulation with both concrete representations were task related and did not disrupt performance. The mere contemplation of the objects and pictures, without physically interacting with them, facilitated performance in both age groups, in comparison with number words. Emerging cardinal comprehension seems to be influenced not only by the kind of representations used by children, but also by the type of physical exploration afforded during the task. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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