ERIC Number: ED073839
Record Type: RIE
Publication Date: 1972-Dec
Reference Count: 0
On the Development of "More" or "Less."
Weiner, Susan L.
The concepts "more" and "less" were analyzed into two meaning dimensions, "existence" (derived from children's early language) and "quantity," which were hypothesized to be developmentally related to acts of addition and subtraction. Two experiments tested two- and three-year-olds' comprehension of these concepts when initially equal or unequal rows were added to, subtracted from or left static. Addition and subtraction had little effect on Ss' comprehension of either term. Ss understood "more" first when number characteristics of the array were relatively large, suggesting "many" as an intermediate stage of meaning for "more." No evidence was found for "less" meaning "more," as others have claimed. Ss understood "less" later than "more," a difference attributed to the restricted use of "less" as "smaller in amount." (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: National Institutes of Health (DHEW), Bethesda, MD.
Authoring Institution: Educational Testing Service, Princeton, NJ.
Note: Paper based on a Ph.D dissertation, Columbia University