Freeman, Norman H. and Antonucci, Cristina and Lewis, Charlie (2000) Representation of the cardinality principle: early conception of error in a counterfactual test. Cognition, 74 (1). pp. 71-89. ISSN 0010-0277Full text not available from this repository.
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.
|Journal or Publication Title:||Cognition|
|Uncontrolled Keywords:||Cardinality ; Preschool children ; Counting ; Miscounting ; Counterfactual reasoning|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Departments:||Faculty of Science and Technology > Psychology|
|Deposited On:||04 Nov 2008 16:51|
|Last Modified:||24 Feb 2017 04:06|
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