The paradox between the numerically competent baby and the slow learning of two- to four-year-old children

Autores
Rodríguez, Cintia; Scheuer, Nora
Año de publicación
2015
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Since the 1980s, numerous laboratory investigations have been arguing that infants are numerically competent. This work presents a critical review of this line of research. We propose that despite the repertoire of numerical abilities attributed to infants and the seemingly natural character of the very first numbers in the numerical series, the semiotic complexity of their use and comprehension poses a cognitive challenge that children undertake, motivated, supported and often guided by others. This challenge involves a high degree of semiotic organization of the material world as well as an ability to manage early sign systems, systems which children learn how to use during their first years of life and which form the platform on which numbers are based.
A partir de los años 80, numerosas investigaciones de laboratorio defienden que los bebés son numéricamente competentes. En este trabajo proponemos una revisión crítica de esa línea de investigación. Planteamos que pese al repertorio de habilidades numéricas atribuidas a los bebés y al carácter aparentemente natural de los primerísimos números en la serie numérica, usarlos y comprenderlos en su complejidad semiótica supone un desafío cognitivo que los niños emprenden motivados, sostenidos y con frecuencia guiados por otros. Este desafío implica un alto grado de organización semiótica del mundo material, así como un manejo de los primeros sistemas de signos, sistemas de los que los niños se apropian durante los primeros años de vida y que conforman la base sobre la cual se asientan los números.
Fil: Rodríguez, Cintia. Universidad Autónoma de Madrid; España
Fil: Scheuer, Nora. Universidad Nacional del Comahue. Centro Regional Universitario Bariloche; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte; Argentina
Materia
EARLY DEVELOPMENT
NUMBER DEVELOPMENT
OBJECT
SEGMENTATION
SEMIOTIC SYSTEMS
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/127335

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spelling The paradox between the numerically competent baby and the slow learning of two- to four-year-old childrenLa paradoja entre el bebé numéricamente competente y el lento aprendizaje de los niños de dos a cuatro años de edadRodríguez, CintiaScheuer, NoraEARLY DEVELOPMENTNUMBER DEVELOPMENTOBJECTSEGMENTATIONSEMIOTIC SYSTEMShttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5Since the 1980s, numerous laboratory investigations have been arguing that infants are numerically competent. This work presents a critical review of this line of research. We propose that despite the repertoire of numerical abilities attributed to infants and the seemingly natural character of the very first numbers in the numerical series, the semiotic complexity of their use and comprehension poses a cognitive challenge that children undertake, motivated, supported and often guided by others. This challenge involves a high degree of semiotic organization of the material world as well as an ability to manage early sign systems, systems which children learn how to use during their first years of life and which form the platform on which numbers are based.A partir de los años 80, numerosas investigaciones de laboratorio defienden que los bebés son numéricamente competentes. En este trabajo proponemos una revisión crítica de esa línea de investigación. Planteamos que pese al repertorio de habilidades numéricas atribuidas a los bebés y al carácter aparentemente natural de los primerísimos números en la serie numérica, usarlos y comprenderlos en su complejidad semiótica supone un desafío cognitivo que los niños emprenden motivados, sostenidos y con frecuencia guiados por otros. Este desafío implica un alto grado de organización semiótica del mundo material, así como un manejo de los primeros sistemas de signos, sistemas de los que los niños se apropian durante los primeros años de vida y que conforman la base sobre la cual se asientan los números.Fil: Rodríguez, Cintia. Universidad Autónoma de Madrid; EspañaFil: Scheuer, Nora. Universidad Nacional del Comahue. Centro Regional Universitario Bariloche; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte; ArgentinaTaylor & Francis Ltd2015-02-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/127335Rodríguez, Cintia; Scheuer, Nora; The paradox between the numerically competent baby and the slow learning of two- to four-year-old children; Taylor & Francis Ltd; Estudios de Psicologia; 36; 1; 27-2-2015; 18-470210-9395CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1080/02109395.2014.1000009info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/02109395.2014.1000009info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:32:23Zoai:ri.conicet.gov.ar:11336/127335instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:32:23.96CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv The paradox between the numerically competent baby and the slow learning of two- to four-year-old children
La paradoja entre el bebé numéricamente competente y el lento aprendizaje de los niños de dos a cuatro años de edad
title The paradox between the numerically competent baby and the slow learning of two- to four-year-old children
spellingShingle The paradox between the numerically competent baby and the slow learning of two- to four-year-old children
Rodríguez, Cintia
EARLY DEVELOPMENT
NUMBER DEVELOPMENT
OBJECT
SEGMENTATION
SEMIOTIC SYSTEMS
title_short The paradox between the numerically competent baby and the slow learning of two- to four-year-old children
title_full The paradox between the numerically competent baby and the slow learning of two- to four-year-old children
title_fullStr The paradox between the numerically competent baby and the slow learning of two- to four-year-old children
title_full_unstemmed The paradox between the numerically competent baby and the slow learning of two- to four-year-old children
title_sort The paradox between the numerically competent baby and the slow learning of two- to four-year-old children
dc.creator.none.fl_str_mv Rodríguez, Cintia
Scheuer, Nora
author Rodríguez, Cintia
author_facet Rodríguez, Cintia
Scheuer, Nora
author_role author
author2 Scheuer, Nora
author2_role author
dc.subject.none.fl_str_mv EARLY DEVELOPMENT
NUMBER DEVELOPMENT
OBJECT
SEGMENTATION
SEMIOTIC SYSTEMS
topic EARLY DEVELOPMENT
NUMBER DEVELOPMENT
OBJECT
SEGMENTATION
SEMIOTIC SYSTEMS
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Since the 1980s, numerous laboratory investigations have been arguing that infants are numerically competent. This work presents a critical review of this line of research. We propose that despite the repertoire of numerical abilities attributed to infants and the seemingly natural character of the very first numbers in the numerical series, the semiotic complexity of their use and comprehension poses a cognitive challenge that children undertake, motivated, supported and often guided by others. This challenge involves a high degree of semiotic organization of the material world as well as an ability to manage early sign systems, systems which children learn how to use during their first years of life and which form the platform on which numbers are based.
A partir de los años 80, numerosas investigaciones de laboratorio defienden que los bebés son numéricamente competentes. En este trabajo proponemos una revisión crítica de esa línea de investigación. Planteamos que pese al repertorio de habilidades numéricas atribuidas a los bebés y al carácter aparentemente natural de los primerísimos números en la serie numérica, usarlos y comprenderlos en su complejidad semiótica supone un desafío cognitivo que los niños emprenden motivados, sostenidos y con frecuencia guiados por otros. Este desafío implica un alto grado de organización semiótica del mundo material, así como un manejo de los primeros sistemas de signos, sistemas de los que los niños se apropian durante los primeros años de vida y que conforman la base sobre la cual se asientan los números.
Fil: Rodríguez, Cintia. Universidad Autónoma de Madrid; España
Fil: Scheuer, Nora. Universidad Nacional del Comahue. Centro Regional Universitario Bariloche; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte; Argentina
description Since the 1980s, numerous laboratory investigations have been arguing that infants are numerically competent. This work presents a critical review of this line of research. We propose that despite the repertoire of numerical abilities attributed to infants and the seemingly natural character of the very first numbers in the numerical series, the semiotic complexity of their use and comprehension poses a cognitive challenge that children undertake, motivated, supported and often guided by others. This challenge involves a high degree of semiotic organization of the material world as well as an ability to manage early sign systems, systems which children learn how to use during their first years of life and which form the platform on which numbers are based.
publishDate 2015
dc.date.none.fl_str_mv 2015-02-27
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/127335
Rodríguez, Cintia; Scheuer, Nora; The paradox between the numerically competent baby and the slow learning of two- to four-year-old children; Taylor & Francis Ltd; Estudios de Psicologia; 36; 1; 27-2-2015; 18-47
0210-9395
CONICET Digital
CONICET
url http://hdl.handle.net/11336/127335
identifier_str_mv Rodríguez, Cintia; Scheuer, Nora; The paradox between the numerically competent baby and the slow learning of two- to four-year-old children; Taylor & Francis Ltd; Estudios de Psicologia; 36; 1; 27-2-2015; 18-47
0210-9395
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1080/02109395.2014.1000009
info:eu-repo/semantics/altIdentifier/url/https://www.tandfonline.com/doi/abs/10.1080/02109395.2014.1000009
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis Ltd
publisher.none.fl_str_mv Taylor & Francis Ltd
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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