Children Know More than You Think: How Counting Represents What Children Must Learn
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Children Know More than You Think: How Counting Represents What Children Must Learn

        

Children Know More than You Think: How Counting Represents What Children Must Learn

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Dr. Barbara Sarnecka, Assistant Professor of Cognitive Sciences at the University of California, Irvine, studies the relationship between young children's number word knowledge and how it predicts their performance on a numerical task without number words, i.e. What is the early meaning of counting "one", "two," and "three"? She has discovered that many children answer the question "how many" with the last word used in counting, despite not understanding how counting works. Only children who... More
Material Type: Presentation
Technical Format: HTML/Text
Date Added to MERLOT: August 02, 2010
Date Modified in MERLOT: January 27, 2014
Author:
Keywords: OCW, counting, words, numbers, learning, cognition, Early childhood education, UC Irvine, OpenCourseWare

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Language: English
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