Representation of the cardinality principle: early conception of error in a counterfactual test |
| |
Authors: | Freeman N H Antonucci C Lewis C |
| |
Institution: | Department of Psychology, University of Bristol, 8 Woodland Road, Bristol, UK. n.freeman@bristol.ac.uk |
| |
Abstract: | There is debate over how the integration of non-verbal quantifying and verbal counting relates to the representation of number principles. A stringent representational test would be one in which a child obeyed a number principle where it ran counter to a characteristic procedure. We devised a test relying on the uniqueness principle for using evidence from a miscount in inferring a counterfactual cardinal number. All the 5-year-olds passed, as did half the preschoolers. Subtests probed associated number-skills. We suggest that a crucial preschool step is to start conceptualising error by categorising relations between counting and miscounting. That step is taken at a similar age to passing a representational theory of mind test but the two were uncorrelated. |
| |
Keywords: | |
本文献已被 PubMed 等数据库收录! |
|