標(biāo)題: Titlebook: Children’s Counting and Concepts of Number; Karen C. Fuson Book 1988 Springer Science+Business Media New York 1988 Action.Elaboration.deve [打印本頁(yè)] 作者: 壓縮 時(shí)間: 2025-3-21 19:14
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書目名稱Children’s Counting and Concepts of Number讀者反饋學(xué)科排名
作者: CON 時(shí)間: 2025-3-21 20:56 作者: 祝賀 時(shí)間: 2025-3-22 03:51 作者: 集合 時(shí)間: 2025-3-22 05:19 作者: BAIT 時(shí)間: 2025-3-22 08:54 作者: 棲息地 時(shí)間: 2025-3-22 16:44 作者: 棲息地 時(shí)間: 2025-3-22 17:02 作者: 熟練 時(shí)間: 2025-3-22 22:57
An Overview of Changes in Children’s Number Word Concepts From Age 2 Through 8rds are confined to use within a given kind of situation. A major aspect of the learning that occurs throughout the period from age 2 through 8 concerns the increasingly complex relationships between different kinds of situations.作者: myalgia 時(shí)間: 2025-3-23 02:47 作者: 完整 時(shí)間: 2025-3-23 08:51 作者: Reverie 時(shí)間: 2025-3-23 13:11
https://doi.org/10.1007/978-1-4939-6481-9 in disorganized arrays and in circular arrays are discussed in chapter 4. The effects of several variables on correspondence errors for objects in rows are reported in chapter 5. The results from all three chapters are then summarized and discussed in chapter 6.作者: misanthrope 時(shí)間: 2025-3-23 14:49 作者: 灰姑娘 時(shí)間: 2025-3-23 21:12 作者: 泥土謙卑 時(shí)間: 2025-3-24 00:10
Analysis of RNA Editing in Plastidsand cardinality that are established after the first simple ones and that enable children to devise increasingly sophisticated solution procedures for addition and subtraction are discussed in chapter 8. Chapter 9 outlines the roles counting plays in children’s construction of equivalence and order 作者: Employee 時(shí)間: 2025-3-24 03:33
Meng Wang,Cristina Rada,Michael S. Neuberger shifts from a dependence on perceptually available entities to progressive internalization and abstraction of these entities. The key representational change at each developmental level involves either a change in the kind of unit item the child is able to conceptualize or in the complexity of the 作者: 縮短 時(shí)間: 2025-3-24 10:01
https://doi.org/10.1007/978-1-61779-018-8ss of situations is described; for each class there is a range of possible strategies available. For each class a developmental sequence of strategy use from age 2 to 8 is proposed. Literature supporting these sequences is reviewed.作者: Cabinet 時(shí)間: 2025-3-24 11:56
Evgenia Ntini,Ulf Andersson Vang ?romrds are confined to use within a given kind of situation. A major aspect of the learning that occurs throughout the period from age 2 through 8 concerns the increasingly complex relationships between different kinds of situations.作者: Banister 時(shí)間: 2025-3-24 16:43 作者: 鋼盔 時(shí)間: 2025-3-24 21:36 作者: nominal 時(shí)間: 2025-3-25 01:06 作者: subordinate 時(shí)間: 2025-3-25 05:25
Early Relationships Among Sequence Number Words, Counting Correspondence, and Cardinalityndicate how these various aspects of counting in a cardinal situation fit together for children of varying ages, that is, how relatively difficult these aspects of counting are. The focus here is only on the earliest relationship between counting and cardinality, the ability to answer a how-many question with the last counted word.作者: 失望未來(lái) 時(shí)間: 2025-3-25 11:22
Book 1988 would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. Th作者: chapel 時(shí)間: 2025-3-25 13:30 作者: 下垂 時(shí)間: 2025-3-25 15:48
Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Acte objects which ones have been counted, while the linearly ordered circular arrays require only remembering with which object one started counted. Children’s use of two indicating acts other than pointing are also explored. One is moving objects from an uncounted to a counted pile, and the other is a microcomputer pen.作者: Slit-Lamp 時(shí)間: 2025-3-25 22:08
Introduction and Overview of Different Uses of Number Wordsrds requires many different conceptual structures. These conceptual structures are built over a number of years and move from quite simple to quite complex. Children’s increasing ability to use number words correctly provides an interesting domain of study in which cognitive development, language, a作者: Geyser 時(shí)間: 2025-3-26 03:15
The Number-Word Sequence: An Overview of Its Acquisition and Elaborationtinct, although overlapping, phases: a first acquisition phase, in which children learn to say the conventional sequence correctly, and a later elaboration phase, in which equivalence and order relations and operations on sequence words. are constructed and the sequence can be produced in more sophi作者: Fatten 時(shí)間: 2025-3-26 07:08
Correspondence Errors in Children’s Countingorrespondence errors in counting based on that analysis, and (3) a developmental description of correspondence errors in terms of that category system. The data are from observations of a large sample of children from 3./. to 6 years of age. The analysis of counting and the empirical results are per作者: 凹槽 時(shí)間: 2025-3-26 12:24
Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Acth the pointing finger separates the uncounted from the counted objects, both of these array shapes require children to remember which objects they have counted. One study contrasts the kinds of correspondence errors children make when counting objects in a maximally disorganized array with those mad作者: Clumsy 時(shí)間: 2025-3-26 16:29 作者: Yourself 時(shí)間: 2025-3-26 18:41 作者: Irksome 時(shí)間: 2025-3-27 00:59
Children’s Early Knowledge About Relationships Between Counting and Cardinalitych a single number word is applied, as in “I have five people in my family.”) or it is a counting situation (in which counting is carried out but with no end result). A very important step is taken when children first begin to connect counting and cardinal meanings, when children first indicate that作者: opportune 時(shí)間: 2025-3-27 02:03 作者: 充氣女 時(shí)間: 2025-3-27 07:33 作者: 琺瑯 時(shí)間: 2025-3-27 12:28 作者: 蕨類 時(shí)間: 2025-3-27 13:45
An Overview of Changes in Children’s Number Word Concepts From Age 2 Through 8erent kinds of situations: cardinal, measure, ordinal, counting, sequence, symbolic (numeral), and nonnumerical situations. These uses are described in chapter 1. In English the same number words are used for six of these kinds of situations. For ordinal situations, special ordinal modifications of 作者: 縮短 時(shí)間: 2025-3-27 20:25 作者: Mitigate 時(shí)間: 2025-3-28 01:47
Birke Andrea Tews,Gregor Meyersrds requires many different conceptual structures. These conceptual structures are built over a number of years and move from quite simple to quite complex. Children’s increasing ability to use number words correctly provides an interesting domain of study in which cognitive development, language, a作者: Exploit 時(shí)間: 2025-3-28 04:34 作者: 使厭惡 時(shí)間: 2025-3-28 07:25
https://doi.org/10.1007/978-1-4939-6481-9orrespondence errors in counting based on that analysis, and (3) a developmental description of correspondence errors in terms of that category system. The data are from observations of a large sample of children from 3./. to 6 years of age. The analysis of counting and the empirical results are per作者: 擦掉 時(shí)間: 2025-3-28 11:47 作者: Ophthalmologist 時(shí)間: 2025-3-28 17:22
DNA for Non-nucleic Acid Sensing, chapter, certain of these issues are explored. One study will be presented at a time, but the discussion for each will be cumulative over all of the previous studies in the book in which children counted objects in rows. To facilitate comparisons across studies, each study has been given a name tha作者: ELUDE 時(shí)間: 2025-3-28 22:22
Meng Wang,Cristina Rada,Michael S. Neubergerhapter. These studies are obviously only a first step toward understanding the complexities of young children’s counting. However, they do contribute a definition of counting that yields a comprehensive category system of correspondence errors. They provide an initial descriptive mapping of the kind作者: 宿醉 時(shí)間: 2025-3-28 23:03
Analysis of RNA Editing in Plastidsch a single number word is applied, as in “I have five people in my family.”) or it is a counting situation (in which counting is carried out but with no end result). A very important step is taken when children first begin to connect counting and cardinal meanings, when children first indicate that作者: 不吉祥的女人 時(shí)間: 2025-3-29 03:10 作者: 殺人 時(shí)間: 2025-3-29 10:30
https://doi.org/10.1007/978-1-61779-018-8. are related either by equivalence or by one of two order relations: . has the same number as . or . has more than . or . has less than ... How young children come to understand these equivalence and order relations on cardinal situations and when they become able to use various strategies for dete作者: 亞麻制品 時(shí)間: 2025-3-29 12:06
