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ERIC Number: EJ849138
Record Type: Journal
Publication Date: 2007-Jul
Pages: 10
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1363-755X
Heterogeneity Impairs Numerical Matching but Not Numerical Ordering in Preschool Children
Cantlon, Jessica; Fink, Rebecca; Safford, Kelley; Brannon, Elizabeth M.
Developmental Science, v10 n4 p431-440 Jul 2007
Do preschool children appreciate numerical value as an abstract property of a set of objects? We tested the influence of stimulus features such as size, shape, and color on preschool children's developing nonverbal numerical abilities. Children between 3 and 5 years of age were tested on their ability to estimate number when the sizes, shapes, and colors of the elements in an array were varied (heterogeneous condition) versus when they did not vary (homogeneous condition). One group of children was tested on an ordinal task in which the goal was to select the smaller of two arrays while another group of children was tested on a match-to-sample task in which the goal was to choose one of two visual arrays that matched the sample in number. Children performed above chance on both homogeneous and heterogeneous stimuli in both tasks. However, while children showed no impairment on heterogeneous relative to homogeneous arrays in the ordering task, performance was impaired by heterogeneity in the matching task. We suggest that nonverbal numerical abstraction occurs early in development, but specific task objectives may prevent children from engaging in numerical abstraction.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A