Datum
2014-07-30Schlagwort
150 Psychologie ZahlenverständnisKognitive EntwicklungExperimentelle PsychologieKinderpsychologieMetadata
Zur Langanzeige
Aufsatz
Symbolic versus non-symbolic magnitude estimations among children and adults
Zusammenfassung
The ability of children and adults to generate symbolic and non-symbolic magnitude estimations was examined in the light of their familiarity with numbers. Children (6-year-old kindergartners, 7-year-old first graders, and 9-year-old third graders) and adults made symbolic estimations either by saying number words that matched numbers of dots (i.e., perception task) or by generating numbers of dots that matched given number words (i.e., production task). In the non-symbolic estimation task, participants generated the corresponding numbers of dots they had seen previously (i.e., reproduction task). In line with the bidirectional mapping hypothesis, children and adults made underestimations in the perception task, overestimations in the production task, and intermediate estimations in the reproduction task. However, the performance of kindergartners and first graders showed significant deviations from the predictions of the bidirectional mapping hypothesis. Their performance in the production task lagged significantly behind that in the perception task, implying that these tasks are not mirrored processes among young children. In addition, they made systematic overestimations in the non-symbolic reproduction task, suggesting that biased mapping occurs here as well. The results are discussed with regard to children’s familiarity with numbers and potential estimation strategies.
Zitierform
In: Journal of Experimental Child Psychology Volume 128 (2014-07-30) , S. 52-68 ; EISSN 0022-0965Zusätzliche Informationen
ManuscriptFörderhinweis
The conduct of this study was supported by a grant from the Deutsche Forschungsgemeinschaft (DFG, EB462/1-1) to the first authorZitieren
@article{doi:10.17170/kobra-202103153516,
author={Ebersbach, Mirjam and Erz, Petra},
title={Symbolic versus non-symbolic magnitude estimations among children and adults},
journal={Journal of Experimental Child Psychology},
year={2014}
}
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2021-03-15T13:15:44Z 2021-03-15T13:15:44Z 2014-07-30 doi:10.17170/kobra-202103153516 http://hdl.handle.net/123456789/12637 Manuscript The conduct of this study was supported by a grant from the Deutsche Forschungsgemeinschaft (DFG, EB462/1-1) to the first author eng Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ magnitude estimation symbolic non-symbolic familiarity with numbers bidirectional mapping scalar variability 150 Symbolic versus non-symbolic magnitude estimations among children and adults Aufsatz The ability of children and adults to generate symbolic and non-symbolic magnitude estimations was examined in the light of their familiarity with numbers. Children (6-year-old kindergartners, 7-year-old first graders, and 9-year-old third graders) and adults made symbolic estimations either by saying number words that matched numbers of dots (i.e., perception task) or by generating numbers of dots that matched given number words (i.e., production task). In the non-symbolic estimation task, participants generated the corresponding numbers of dots they had seen previously (i.e., reproduction task). In line with the bidirectional mapping hypothesis, children and adults made underestimations in the perception task, overestimations in the production task, and intermediate estimations in the reproduction task. However, the performance of kindergartners and first graders showed significant deviations from the predictions of the bidirectional mapping hypothesis. Their performance in the production task lagged significantly behind that in the perception task, implying that these tasks are not mirrored processes among young children. In addition, they made systematic overestimations in the non-symbolic reproduction task, suggesting that biased mapping occurs here as well. The results are discussed with regard to children’s familiarity with numbers and potential estimation strategies. open access Ebersbach, Mirjam Erz, Petra doi:10.1016/j.jecp.2014.06.005 Zahlenverständnis Kognitive Entwicklung Experimentelle Psychologie Kinderpsychologie submittedVersion EISSN 0022-0965 Journal of Experimental Child Psychology 52-68 Volume 128 false
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