Toddlers' Spontaneous Attention to Number and Verbal Number Quantification
Li, Xia
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https://hdl.handle.net/2142/80120
Description
Title
Toddlers' Spontaneous Attention to Number and Verbal Number Quantification
Author(s)
Li, Xia
Issue Date
2009
Doctoral Committee Chair(s)
Baroody, Arthur J.
Department of Study
Elementary Education
Discipline
Elementary Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Psychology, Developmental
Language
eng
Abstract
The dissertation reports on two studies. The first study systematically examined whether and how age, collection size, and heterogeneity of the objects affect toddlers' tendency to focus on number. Each of 37 participants between the ages of 2 and 4.25 years was shown 36 different collections of 2, 3, and 4 items that were homogeneous, semihomogeneous, or heterogeneous. Age, collection size, and collection make-up were found to have significant effects on children's tendency to attend to number, which is inconsistent with the nativists' hypothesis of an innate cardinal concept of three. The second study was conducted to further clarify this issue and to include data on children's verbal number performance. The results revealed that SAN with two and three was significantly correlated with a child's preferred verbal quantification strategy and with the child's ability to verbally label a collection without counting, respectively.
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