ERIC Number: EJ786012
Record Type: Journal
Publication Date: 2008-Jan
Reference Count: 0
Children's Equivalence Judgments: Crossmapping Effects
Mix, Kelly S.
Cognitive Development, v23 n1 p191-203 Jan 2008
Preschoolers made numerical comparisons between sets with varying degrees of shared surface similarity. When surface similarity was pitted against numerical equivalence (i.e., crossmapping), children made fewer number matches than when surface similarity was neutral (i.e, all sets contained the same objects). Only children who understood the number words for the target sets performed above chance in the crossmapping condition. These findings are consistent with previous research on children's non-numerical comparisons (e.g., [Rattermann, M. J., & Gentner, D. (1998). "The effect of language on similarity: The use of relational labels improves young children's performance in a mapping task." In K. Holyoak, D. Gentner, & B. Kokinov (Eds.), "Advances in analogy research: Integration of theory and data from cognitive, computational, and neural sciences" (pp. 274-282). Sofia: New Bulgarian University; Smith, L. B. (1993). "The concept of same." In H. W. Reese (Ed.), "Advances in child development and behavior, Vol. 24" (pp. 215-252). New York: Academic Press]) and suggest that the same mechanisms may underlie numerical development.
Descriptors: Number Concepts, Child Development, Transformations (Mathematics), Concept Mapping, Preschool Children, Preschool Education, Object Manipulation, Cognitive Psychology, Cognitive Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A