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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ401223
Record Type: CIJE
Publication Date: 1989
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Young Children's Understanding of Counting and Cardinality.
Frye, Douglas; And Others
Child Development, v60 n5 p1158-71 Oct 1989
In two experiments, large effects of variations in the form and timing of the cardinality question suggested that preschoolers' cardinality responses were situation-specific. Results suggested that children had no initial understanding of the relation between cardinality responses and numerosity. (RH)
Descriptors: Arithmetic, Cognitive Development, Comprehension, Computation, Preschool Children, Preschool Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cardinality