The use of linguistic and non-linguistic strategies in kindergarteners' interpretations of ‘more’ and ‘less’
Bibliographic Data
| ID | 20368306 |
|---|---|
| Authors | Lynne M Hudson (University of Toledo), Karen H Guthrie (University of Toledo), Nicholas R Santilli (0000-0002-9984-235X, University of Toledo) |
| Year | 1982 |
| Volume | 9 |
| Issue | 1 |
| Pages | 125-138 |
| Publication date | 1982-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Child Language (JOURNAL) |
| Journal identifiers | ISSN: 0305-0009 • E-ISSN: 1469-7602 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0305000900003664 |
| PMID | 7061624 |
| OpenAlex | W2055184359 |
| Language | EN |
| References cited | 6 |
Kindergarteners, grouped according to number conservation ability, were asked to explain their choices of more and less in a series of parallel tasks requiring comparative judgements of continuous quantities. Errors on less tasks, as well as correct choices of more , were often determined by the non-linguistic strategy of choosing the greater amount. Non-conservers were more likely than conservers or transitional conservers to rely on this strategy. Furthermore, mature semantic knowledge of more was found to precede the development of a similar understanding of less . Non-conservers were less likely than conservers or transitionals to have a mature understanding of either term
Cognitive psychology · Linguistic performance · Linguistics · Cognitive and developmental aspects of mathematical skills · Computer Science · Educational Assessment and Pedagogy · Mathematics Education and Teaching Techniques · Psychology
| Highly cited | No |
|---|