Does learning to count involve a semantic induction?
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- 作者：Kathryn Davidson ; kdavidson@ling.ucsd.edu ; Kortney Eng ; David Barner
- 关键词：Counting ; Cardinal principle ; Number knowledge acquisition ; Induction
- 刊名：Cognition
- 出版年：2012
- 出版时间：April 2012
- 年：2012
- 卷：123
- 期：1
- 页码：162-173
- 全文大小：351 K
文摘
We tested the hypothesis that, when children learn to correctly count sets, they make a semantic induction about the meanings of their number words. We tested the logical understanding of number words in 84 children that were classified as ¡°cardinal-principle knowers?by the criteria set forth by . Results show that these children often do not know (1) which of two numbers in their count list denotes a greater quantity, and (2) that the difference between successive numbers in their count list is 1. Among counters, these abilities are predicted by the highest number to which they can count and their ability to estimate set sizes. Also, children¡¯s knowledge of the principles appears to be initially item-specific rather than general to all number words, and is most robust for very small numbers (e.g., 5) compared to larger numbers (e.g., 25), even among children who can count much higher (e.g., above 30). In light of these findings, we conclude that there is little evidence to support the hypothesis that becoming a cardinal-principle knower involves a semantic induction over all items in a child¡¯s count list.