A 3-year longitudinal study of children's comprehension of counting: Do they recognize the optional nature of nonessential counting features?
| dc.contributor.author | Escudero Montero, Ana Natividad | |
| dc.contributor.author | Rodríguez Marcos, Purificación | |
| dc.contributor.author | Lago Marcos, María Oliva | |
| dc.contributor.author | Enesco Arana, Ileana | |
| dc.date.accessioned | 2024-08-21T10:21:52Z | |
| dc.date.available | 2024-08-21T10:21:52Z | |
| dc.date.issued | 2015-01 | |
| dc.description | This investigation was funded by Ministry of Education and Science of Spain (SEJ2006-12642). Referencias bibliográficas: • Briars, D., & Siegler, R. S.(1984). A featural analysis of preschoolers’ counting knowledge. Developmental Psychology, 20, 607–618. http://dx.doi.org/10.1037/0012-1649.20.4.607 • Dowker, A. (2005). Individual differences in arithmetic: Implications for psychology, neuroscience and education. Hove, UK: Psychology Press. • Dowker, A. (2008). Individual differences in numerical abilities in preschoolers. Developmental Science, 11(5), 650–654. http://dx.doi.org/10.1111/j.1467-7687.2008.00713.x • Escudero, A. (2012). Erroneous and unusual counts: A longitudinal analysis of the comprehension of counting skills (doctoral thesis). Madrid, Spain: Complutense University. Retrieved from http://eprints.ucm.es/20000/ • Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539–1552. http://dx.doi.org/10.1037/a0025510 • Geary, D. C., Bow-Thomas, C. C., & Yao, Y. (1992). Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children. Journal of Experimental Child Psychology, 54, 372–391. http://dx.doi.org/10.1016/0022-0965(92)90026-3 • Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77, 236–263. http://dx.doi.org/10.1006/jecp.2000.2561 • Geary, D. C., Hoard, M. K., Byrd-Craven, J., & DeSoto, M. C. (2004). Strategy choice in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88, 121–151. http://dx.doi.org/10.1016/j.jecp.2004.03.002 • Gelman, R., & Gallistel, C. R. (1978). 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Journal of Experimental Child Psychology, 103, 455–468. http://dx.doi.org/10.1016/j.jecp.2009.01.011 • Kamawar, D., LeFevre, J., Bisanz, J., Fast, L., Skwarchuck, S., Smith-Chant, B., et al. (2010). Knowledge of counting principles: How relevant is order irrelevance? Journal of Experimental Child Psychology, 105, 138–145. http://dx.doi.org/10.1016/j.jecp.2009.08.004 • Laupa, M., & Becker, J. (2004). Coordinating mathematical concepts with the demands of authority: Children’s reasoning about conventional and second-order logical rules. Cognitive Development, 19, 147–168. http://dx.doi.org/10.1016/j.cogdev.2003.11.001 • LeFevre, J., Smith-Chant, B., Fast, L., Skwarchuk, S., Sargla, E., Arnup, J., et al. (2006). What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2. Journal of Experimental Child Psychology, 93, 285–303. http://dx.doi.org/10.1016/j.jecp.2005.11.002 • Luchins, A. S., & Luchins, E. H. (1950). 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How counting represents number:What children mustlearn and when they learn it. Cognition, 108, 662–774. • Saxe, G. B., Becker, J., Sadeghpour, M., & Sicilian, S. (1989). Developmental differences in children’s understanding of number word conventions. Journal for Research in Mathematics Education, 20(5), 468–488. | |
| dc.description.abstract | This 3-year longitudinal study examines developmental changes in children's ability to differentiate essential from nonessential counting features. Kindergarteners watched a computer-presented detection task which included three kinds of counts: correct conventional, erroneous and pseudoerrors (with and without statements of cardinal values for the sets). Children had to judge the correctness of those counts and justify their responses. Our data showed that children's explanations provided additional information and thus increased reliability of the assessment. Children were better at detecting erroneous counts than pseudoerrors and at detecting pseudoerrors with cardinal value than pseudoerrors without it. Group analysis showed that children's performance improved with age but analysis of individual differences qualified this result by identifying individual differences in developmental patterns. This study thus provides a more detailed picture of the developmental trajectories of children's comprehension of essential and nonessential counting aspects | |
| dc.description.department | Depto. de Investigación y Psicología en Educación | |
| dc.description.faculty | Fac. de Educación | |
| dc.description.refereed | TRUE | |
| dc.description.sponsorship | Ministry of Education and Science of Spain | |
| dc.description.status | pub | |
| dc.identifier.citation | Escudero, A., Rodríguez, P., Lago, M. O., & Enesco, I. (2015). A 3-year longitudinal study of children's comprehension of counting: Do they recognize the optional nature of nonessential counting features?. Cognitive Development, 33, 73-83. https://doi.org/10.1016/j.cogdev.2014.05.003 | |
| dc.identifier.doi | 10.1016/j.cogdev.2014.05.003 | |
| dc.identifier.issn | 0885-2014 | |
| dc.identifier.officialurl | https://doi.org/10.1016/j.cogdev.2014.05.003 | |
| dc.identifier.relatedurl | https://www.sciencedirect.com/journal/cognitive-development/vol/33/suppl/C | |
| dc.identifier.relatedurl | https://dialnet.unirioja.es/servlet/revista?codigo=2714 | |
| dc.identifier.relatedurl | https://produccioncientifica.ucm.es/documentos/5df8a4a22999525886b6e808 | |
| dc.identifier.relatedurl | https://www.sciencedirect.com/science/article/pii/S0885201414000446?via%3Dihub | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14352/107567 | |
| dc.journal.title | Cognitive Development | |
| dc.language.iso | eng | |
| dc.page.final | 83 | |
| dc.page.initial | 73 | |
| dc.publisher | Elsevier Science | |
| dc.relation.projectID | info:eu-repo/grantAgreement/MEC//SEJ2006-12642/ES/FORMAS TEMPRANAS DEL PREJUICIO Y SU RELACION CON EL DESARROLLO COGNITIVO Y SOCIO-EMOCIONAL/ | |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | en |
| dc.rights.accessRights | embargoed access | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject.cdu | 159.922 | |
| dc.subject.cdu | 159.922.7 | |
| dc.subject.cdu | 612.65-053.2 | |
| dc.subject.cdu | 37.015.3 | |
| dc.subject.keyword | Counting | |
| dc.subject.keyword | Mathematics | |
| dc.subject.keyword | Detection task | |
| dc.subject.keyword | Pseudoerrors | |
| dc.subject.keyword | Individual differences | |
| dc.subject.keyword | Developmental trajectory | |
| dc.subject.keyword | Longitudinal | |
| dc.subject.ucm | Psicología evolutiva | |
| dc.subject.ucm | Psicología de la educación (Psicología) | |
| dc.subject.unesco | 6102.01 Psicología Evolutiva | |
| dc.subject.unesco | 6102.04 Psicología Escolar | |
| dc.title | A 3-year longitudinal study of children's comprehension of counting: Do they recognize the optional nature of nonessential counting features? | |
| dc.type | journal article | |
| dc.type.hasVersion | VoR | |
| dc.volume.number | 33 | |
| dspace.entity.type | Publication | |
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| relation.isAuthorOfPublication.latestForDiscovery | 226f5693-96d7-4529-abf3-b7229de290bc |
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