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Title:Toddlers' Spontaneous Attention to Number and Verbal Number Quantification
Author(s):Li, Xia
Doctoral Committee Chair(s):Baroody, Arthur J.
Department / Program:Elementary Education
Discipline:Elementary Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Psychology, Developmental
Abstract:The dissertation reports on two studies. The first study systematically examined whether and how age, collection size, and heterogeneity of the objects affect toddlers' tendency to focus on number. Each of 37 participants between the ages of 2 and 4.25 years was shown 36 different collections of 2, 3, and 4 items that were homogeneous, semihomogeneous, or heterogeneous. Age, collection size, and collection make-up were found to have significant effects on children's tendency to attend to number, which is inconsistent with the nativists' hypothesis of an innate cardinal concept of three. The second study was conducted to further clarify this issue and to include data on children's verbal number performance. The results revealed that SAN with two and three was significantly correlated with a child's preferred verbal quantification strategy and with the child's ability to verbally label a collection without counting, respectively.
Issue Date:2009
Description:86 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.
Other Identifier(s):(MiAaPQ)AAI3392191
Date Available in IDEALS:2015-09-25
Date Deposited:2009

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