Frye D, Braisby N, Lowe J, Maroudas C, Nicholls J
University of Cambridge.
Child Dev. 1989 Oct;60(5):1158-71.
4-year-old's knowledge of counting and cardinality--the last count word reached represents the numerosity of the set--was tested in 2 experiments. Experiment 1 investigated the nature of early cardinality responses by presenting different forms of the cardinality question before, after, and before and after the child counted. Both type and time of question has large effects. Experiment 2 examined whether children of this age could recognize errors in 4 counting procedures and whether they would reject a cardinality response arrived at through a mistaken counting procedure. The children were very good at recognizing a standard counting procedure as correct. They had only limited success at treating procedures that violated the stable order of count words or violated the one-one correspondence between count word and object as incorrect. They lacked an understanding of the order irrelevance in that they judged valid, nonstandard counting orders as incorrect. The children did not seem to link their evaluation of a cardinality response with their evaluation of the counting procedure used to reach that response. The results do not indicate that counting principles initially govern the child's acquisition of counting knowledge. They are consistent with the suggestion that early cardinality responses are last-word responses.
在两项实验中测试了4岁儿童对计数和基数的理解——最后数到的词代表集合的数量。实验1通过在儿童计数之前、之后以及前后呈现不同形式的基数问题，研究了早期基数反应的本质。问题的类型和时间都有很大影响。实验2考察了这个年龄段的儿童是否能够识别4种计数程序中的错误，以及他们是否会拒绝通过错误计数程序得出的基数反应。孩子们非常擅长将标准计数程序识别为正确的。他们在将违反计数词稳定顺序或违反计数词与对象一一对应的程序判断为不正确方面，只取得了有限的成功。他们缺乏对顺序无关性的理解，因为他们将有效的、非标准的计数顺序判断为不正确。孩子们似乎没有将他们对基数反应的评估与对用于得出该反应的计数程序的评估联系起来。结果并不表明计数原则最初支配着儿童对计数知识的习得。它们与早期基数反应是最后词反应的观点一致。
