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Peer reviewed Peer reviewed
ERIC Number: EJ380609
Record Type: CIJE
Publication Date: 1988
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effect of Class and Collection Labels on Cardinality, Class-Inclusion, and Number Conservation Tasks.
Hodges, Rosemary M.; French, Lucia A.
Child Development, v59 n5 p1387-96 Oct 1988
Assessing Markman's hypothesis that the organizational principles underlying collection concepts facilitate children's performance on cognitive tasks requiring part-whole comparisons, three experiments indicated that the facilitative effect of collection labels appears to be specific to the class-inclusion task. Results suggest that Markman's findings may have been due to small sample sizes and between-subject designs. (RH)
Descriptors: Classification, Cognitive Ability, Conservation (Concept), Early Childhood Education, Elementary School Students, Kindergarten Children, Number Concepts, Performance Factors, Preschool Children
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cardinality; Class Inclusion; Labeling (of Objects)