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Representation of the cardinality principle: early conception of error in a counterfactual test.

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

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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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