Titlebook: Children’s Counting and Concepts of Number; Karen C. Fuson Book 1988 Springer Science+Business Media New York 1988 Action.Elaboration.deve

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Early Relationships Among Sequence Number Words, Counting Correspondence, and Cardinalityndicate how these various aspects of counting in a cardinal situation fit together for children of varying ages, that is, how relatively difficult these aspects of counting are. The focus here is only on the earliest relationship between counting and cardinality, the ability to answer a how-many question with the last counted word.

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Book 1988 would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. Th

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Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Acte objects which ones have been counted, while the linearly ordered circular arrays require only remembering with which object one started counted. Children’s use of two indicating acts other than pointing are also explored. One is moving objects from an uncounted to a counted pile, and the other is a microcomputer pen.

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Introduction and Overview of Different Uses of Number Wordsrds requires many different conceptual structures. These conceptual structures are built over a number of years and move from quite simple to quite complex. Children’s increasing ability to use number words correctly provides an interesting domain of study in which cognitive development, language, a

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The Number-Word Sequence: An Overview of Its Acquisition and Elaborationtinct, although overlapping, phases: a first acquisition phase, in which children learn to say the conventional sequence correctly, and a later elaboration phase, in which equivalence and order relations and operations on sequence words. are constructed and the sequence can be produced in more sophi

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Correspondence Errors in Children’s Countingorrespondence errors in counting based on that analysis, and (3) a developmental description of correspondence errors in terms of that category system. The data are from observations of a large sample of children from 3./. to 6 years of age. The analysis of counting and the empirical results are per

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Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Acth the pointing finger separates the uncounted from the counted objects, both of these array shapes require children to remember which objects they have counted. One study contrasts the kinds of correspondence errors children make when counting objects in a maximally disorganized array with those mad

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