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 0010-0277
Full text not available from this repository.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.
| Item Type: | Article |
|---|---|
| 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 |
| ID Code: | 18853 |
| Deposited By: | ep_ss_importer |
| Deposited On: | 04 Nov 2008 16:51 |
| Refereed?: | Yes |
| Published?: | Published |
| Last Modified: | 26 Jul 2012 15:22 |
| Identification Number: | |
| URI: | http://eprints.lancs.ac.uk/id/eprint/18853 |
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