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摘要
摘要
The aim of this book is to define and discuss the key issues raised by new findings in the study of quantitative development. One basic question addressed is how the abilities reported in infants and young children relate to later development. In some accounts, one is left with the impression that infants possess all the fundamental skills that make up mature quantitative reasoning. According to this view, subsequent development seems to consist of little more than the gradual expression of these skills in increasing complex and explicit tasks. This is a major departure from previously held views of quantitative development, such as that of Piaget. To evaluate these new claims, authors will first review the abilities attributed to infants and then define the parameters of early childhood competencies. Comparing the two developmental periods, the authors will evaluate the finding, discuss the transition between these age periods, and offer a framework for understanding later development of quantitative skills, such as counting and calculation. Underlying the argument throughout will be an examination of the nativist versus empiricist debate that has taken center stage in infancy research.
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Mix (Indiana Univ.), Huttenlocher, and Levine (both at Univ. of Chicago) offer a good summary of research on the child's understanding of number. They describe the infant's apparent number awareness (at least with small sets), the preschooler's concept of number prior to and following learning to count using traditional count words, and the young child's understanding of measurement and fractions. In addition, the authors discuss competing theoretical explanations for various findings, comparing and contrasting them, and finally offering their own explanations as the ones that best fit the data. For example, they maintain that evidence that infants can count small sets is inconclusive, since most research studies fail to control for overall area or mass. The authors suspect infants may be making relative judgments based on amount rather than on discrete number. Though intended for researchers in the field, the book is written in a clear and relatively jargon-free style that makes it accessible to upper-level undergraduates as well as advanced students and scholars. K. L. Hartlep California State University, Bakersfield
目录
1 Historical Trends and Current Issues |
2 Quantification in Infancy |
3 Quantification in Early Childhood |
4 Quantification of Discrete Sets: A Synthesis |
5 Continuous Amount |
6 Relative Quantity |
7 Nonverbal Representation of Quantity |
8 Acquiring Conventional Skills |
9 The Whole Child |
References |
Index |