Sarnecka Barbara W, Gelman Susan A
University of Michigan, Ann Arbor, MI 48109-1109, USA.
Cognition. 2004 Jul;92(3):329-52. doi: 10.1016/j.cognition.2003.10.001.
This paper examines what children believe about unmapped number words - those number words whose exact meanings children have not yet learned. In Study 1, 31 children (ages 2-10 to 4-2) judged that the application of five and six changes when numerosity changes, although they did not know that equal sets must have the same number word. In Study 2, 15 children (ages 2-5 to 3-6) judged that six plus more is no longer six, but that a lot plus more is still a lot. Findings support the hypothesis that children treat number words as referring to specific, unique numerosities even before they know exactly which numerosity each word refers to.
本文探讨了儿童对于未映射数字词的理解——即那些儿童尚未掌握其确切含义的数字词。在研究1中，31名儿童（年龄在2岁10个月至4岁2个月之间）判断，当数量发生变化时，“五”和“六”的应用也会改变，尽管他们不知道相等的集合必须用相同的数字词来表示。在研究2中，15名儿童（年龄在2岁5个月至3岁6个月之间）判断，六个再加上更多就不再是六个了，但很多再加上更多仍然是很多。研究结果支持了这样一种假设，即儿童在确切知道每个数字词所指的具体数量之前，就将数字词视为指代特定、唯一的数量。
