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oai:www.ideals.illinois.edu:2142/80120 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Baroody, Arthur J. Li, Xia 2015-09-25T19:55:34Z 2015-09-25T19:55:34Z 10000-01-01 2009 2009 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. Made available in DSpace on 2015-09-25T19:55:34Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3392191.pdf: 3971671 bytes, checksum: cddc9e7613efb151bf19ab6d93ef1048 (MD5) Previous issue date: 2009 Embargo set by: Seth Robbins for item 81402 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 86 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. http://hdl.handle.net/2142/80120 (MiAaPQ)AAI3392191 eng Psychology, Developmental Toddlers' Spontaneous Attention to Number and Verbal Number Quantification text Elementary Education Elementary Education University of Illinois at Urbana-Champaign Dissertation Ph.D.