Symbolic representations and cardinal knowledge in 3- and 4-year-old children

Autores
Rodríguez Cesarini, Jimena Soledad; Martí, Eduardo; Salsa, Analía Marcela
Año de publicación
2018
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
This study analyzes the impact of iconic representations of quantity (objects and images) and arbitrary representations (spoken number words) on the performance of 3-, 3.5- and 4-year-old children when building collections of 1?6 items. We used an adaptation of the Give-N task in which children had to use the information about quantity transmitted by collections of bottle caps, round dots on cards and number words. The results show that iconic representations helped children produce sets which cardinal values were larger than their known number words. This pattern of results was found in a transitional stage to learning that a given number word picks out an exact cardinal value, for set sizes 3 and 4 among children in all three age groups. These findings suggest that children would be in different (but proximal) levels of cardinal competency according to the symbolic modality employed to present the quantitative information.
Fil: Rodríguez Cesarini, Jimena Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Martí, Eduardo. Universidad de Barcelona; España
Fil: Salsa, Analía Marcela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Materia
CARDINAL KNOWLEDGE
ICONICITY
NUMBER WORDS
SYMBOLIC REPRESENTATION
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:11336/93376
Acceder
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network_name_str CONICET Digital (CONICET)
spelling Symbolic representations and cardinal knowledge in 3- and 4-year-old childrenRodríguez Cesarini, Jimena SoledadMartí, EduardoSalsa, Analía MarcelaCARDINAL KNOWLEDGEICONICITYNUMBER WORDSSYMBOLIC REPRESENTATIONhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5This study analyzes the impact of iconic representations of quantity (objects and images) and arbitrary representations (spoken number words) on the performance of 3-, 3.5- and 4-year-old children when building collections of 1?6 items. We used an adaptation of the Give-N task in which children had to use the information about quantity transmitted by collections of bottle caps, round dots on cards and number words. The results show that iconic representations helped children produce sets which cardinal values were larger than their known number words. This pattern of results was found in a transitional stage to learning that a given number word picks out an exact cardinal value, for set sizes 3 and 4 among children in all three age groups. These findings suggest that children would be in different (but proximal) levels of cardinal competency according to the symbolic modality employed to present the quantitative information.Fil: Rodríguez Cesarini, Jimena Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaFil: Martí, Eduardo. Universidad de Barcelona; EspañaFil: Salsa, Analía Marcela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; ArgentinaElsevier2018-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/93376Rodríguez Cesarini, Jimena Soledad; Martí, Eduardo; Salsa, Analía Marcela; Symbolic representations and cardinal knowledge in 3- and 4-year-old children; Elsevier; Cognitive Development; 48; 10-2018; 235-2430885-2014CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://www.sciencedirect.com/science/article/pii/S0885201417300813info:eu-repo/semantics/altIdentifier/doi/10.1016/j.cogdev.2018.09.004info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:44:33Zoai:ri.conicet.gov.ar:11336/93376instacron: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 09:44:33.36CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Symbolic representations and cardinal knowledge in 3- and 4-year-old children
title Symbolic representations and cardinal knowledge in 3- and 4-year-old children
spellingShingle Symbolic representations and cardinal knowledge in 3- and 4-year-old children
Rodríguez Cesarini, Jimena Soledad
CARDINAL KNOWLEDGE
ICONICITY
NUMBER WORDS
SYMBOLIC REPRESENTATION
title_short Symbolic representations and cardinal knowledge in 3- and 4-year-old children
title_full Symbolic representations and cardinal knowledge in 3- and 4-year-old children
title_fullStr Symbolic representations and cardinal knowledge in 3- and 4-year-old children
title_full_unstemmed Symbolic representations and cardinal knowledge in 3- and 4-year-old children
title_sort Symbolic representations and cardinal knowledge in 3- and 4-year-old children
dc.creator.none.fl_str_mv Rodríguez Cesarini, Jimena Soledad
Martí, Eduardo
Salsa, Analía Marcela
author Rodríguez Cesarini, Jimena Soledad
author_facet Rodríguez Cesarini, Jimena Soledad
Martí, Eduardo
Salsa, Analía Marcela
author_role author
author2 Martí, Eduardo
Salsa, Analía Marcela
author2_role author
author
dc.subject.none.fl_str_mv CARDINAL KNOWLEDGE
ICONICITY
NUMBER WORDS
SYMBOLIC REPRESENTATION
topic CARDINAL KNOWLEDGE
ICONICITY
NUMBER WORDS
SYMBOLIC REPRESENTATION
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv This study analyzes the impact of iconic representations of quantity (objects and images) and arbitrary representations (spoken number words) on the performance of 3-, 3.5- and 4-year-old children when building collections of 1?6 items. We used an adaptation of the Give-N task in which children had to use the information about quantity transmitted by collections of bottle caps, round dots on cards and number words. The results show that iconic representations helped children produce sets which cardinal values were larger than their known number words. This pattern of results was found in a transitional stage to learning that a given number word picks out an exact cardinal value, for set sizes 3 and 4 among children in all three age groups. These findings suggest that children would be in different (but proximal) levels of cardinal competency according to the symbolic modality employed to present the quantitative information.
Fil: Rodríguez Cesarini, Jimena Soledad. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
Fil: Martí, Eduardo. Universidad de Barcelona; España
Fil: Salsa, Analía Marcela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación; Argentina
description This study analyzes the impact of iconic representations of quantity (objects and images) and arbitrary representations (spoken number words) on the performance of 3-, 3.5- and 4-year-old children when building collections of 1?6 items. We used an adaptation of the Give-N task in which children had to use the information about quantity transmitted by collections of bottle caps, round dots on cards and number words. The results show that iconic representations helped children produce sets which cardinal values were larger than their known number words. This pattern of results was found in a transitional stage to learning that a given number word picks out an exact cardinal value, for set sizes 3 and 4 among children in all three age groups. These findings suggest that children would be in different (but proximal) levels of cardinal competency according to the symbolic modality employed to present the quantitative information.
publishDate 2018
dc.date.none.fl_str_mv 2018-10
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/11336/93376
Rodríguez Cesarini, Jimena Soledad; Martí, Eduardo; Salsa, Analía Marcela; Symbolic representations and cardinal knowledge in 3- and 4-year-old children; Elsevier; Cognitive Development; 48; 10-2018; 235-243
0885-2014
CONICET Digital
CONICET
url http://hdl.handle.net/11336/93376
identifier_str_mv Rodríguez Cesarini, Jimena Soledad; Martí, Eduardo; Salsa, Analía Marcela; Symbolic representations and cardinal knowledge in 3- and 4-year-old children; Elsevier; Cognitive Development; 48; 10-2018; 235-243
0885-2014
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://www.sciencedirect.com/science/article/pii/S0885201417300813
info:eu-repo/semantics/altIdentifier/doi/10.1016/j.cogdev.2018.09.004
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
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
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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score 13.070432

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