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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/127335
Ver los metadatos del registro completo
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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/ |
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application/pdf application/pdf |
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Taylor & Francis Ltd |
publisher.none.fl_str_mv |
Taylor & Francis Ltd |
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reponame:CONICET Digital (CONICET) instname:Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) |
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CONICET Digital (CONICET) |
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Consejo Nacional de Investigaciones Científicas y Técnicas |
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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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13.070432 |