NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ930836
Record Type: Journal
Publication Date: 2011-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0010-0277
Number-Knower Levels in Young Children: Insights from Bayesian Modeling
Lee, Michael D.; Sarnecka, Barbara W.
Cognition, v120 n3 p391-402 Sep 2011
Lee and Sarnecka (2010) developed a Bayesian model of young children's behavior on the Give-N test of number knowledge. This paper presents two new extensions of the model, and applies the model to new data. In the first extension, the model is used to evaluate competing theories about the conceptual knowledge underlying children's behavior. One, the knower-levels theory, is basically a "stage" theory involving real conceptual change. The other, the approximate-meanings theory, assumes that the child's conceptual knowledge is relatively constant, although performance improves over time. In the second extension, the model is used to ask whether the same latent psychological variable (a child's number-knower level) can simultaneously account for behavior on two tasks (the Give-N task and the Fast-Cards task) with different performance demands. Together, these two demonstrations show the potential of the Bayesian modeling approach to improve our understanding of the development of human cognition. (Contains 10 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A