Development of number concepts

Ordering and correspondence operations and the role of length cues

Bibliographic Data

ID9785780
AuthorsLinda S Siegel (0000-0001-7500-5189, McMaster University, corresponding author)
Year1974
Volume10
Issue6
Pages907-912
Publication date1974-11-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueDevelopmental Psychology (JOURNAL)
Journal identifiersISSN: 0012-1649 • E-ISSN: 1939-0599
PublisherAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/h0037249
OpenAlexW2124036760
LanguageEN
Citations received7
References cited3

The development of ordering and correspondence operations, under varying degrees of the presence of length cues to number, was studied in 91 preschool children, aged 3.5 to 5.0 years. Ordering operations, as measured by a relative magnitude task, preceded the development of correspondenc e concepts. Many-to-one correspondence did not clearly develop before one-to-one correspondence. When length was positively correlated with number, performance improved on tasks involving judgments of comparative size, but did not improve where judgments of equality were required. When length and number cues were negatively correlated, performance was significantly retarded. The findings were interpreted in terms of the young child's difficulty in separating and coordinating the dimensions of length and number

Cognitive psychology · Developmental psychology · Task (project management · Cognitive and developmental aspects of mathematical skills · Mathematics Education and Teaching Techniques · Psychology · Reading and Literacy Development

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