Accessing one‐to‐one correspondence
Still another paper about conservation
Bibliographic Data
| ID | 7676492 |
|---|---|
| Authors | Renée Gelman (0000-0002-3788-2022, corresponding author), Rochel Gelman |
| Year | 1982 |
| Volume | 73 |
| Issue | 2 |
| Pages | 209-220 |
| Publication date | 1982-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1269 • E-ISSN: 2044-8295 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8295.1982.tb01803.x |
| OpenAlex | W2039441317 |
| Language | EN |
| Citations received | 8 |
When given experience designed to highlight the fact that the specific cardinal values of sets in one‐to‐one correspondence are the same (or different), three‐ and four‐year‐old children pass the standard number conservation tasks of equivalence and non‐equivalence. The initial training involved set sizes of three and four items; the conservation transfer trials involved set sizes of eight and 10 items. Even where success was defined as being able to give a correct judgement and explanation on at least one task in the small‐set range and one task in the large‐set range, children did well. In Expt 1, 75 and 88 per cent of the three‐ and four‐year‐olds, respectively, met this criterion. In Expt 2 (run by an experimenter who was naïve to the hypotheses and results of Expt 1) 58 and 75 per cent of the respective age groups met the same criterion. It is concluded that the children must have accessed an available, albeit implicit, ability to use one‐to‐one correspondence. Otherwise they could not have passed the large set‐size tasks which are beyond the range they count accurately. The paper ends with a defence of Rozin's (1976) accessing account of cognitive development
Arithmetic · Cognition · Cognitive psychology · Discrete mathematics · Epistemology · Equivalence (formal languages) · Judgement · Range (aeronautics) · Set (abstract data type) · Statistics · Task (project management) · Child and Animal Learning Development · Cognitive and developmental aspects of mathematical skills · Computer Science · Mathematics · Psychology · Social Psychology
What aspects of counting help infants attend to numerosity
Piaget’s Category-Theoretic Interpretation of Cognitive Development
Making numbers count
Working Memory Underpins Cognitive Development, Learning, and Education
The Components of Young Children's Emotion Knowledge
A review of preschool conservation training
The Myth of Rational Research
Emotional and Behavioural Difficulties
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.21 |
| Citation span | 1987 - 2023 (37) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |