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NC2 Flashcards

1
Q

Numerical symbols are an ______ human invention

A

Arbitrary

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2
Q

(Gobel et al., 2014)

The understanding of numerical symbols is a good predictor of

A

Later math achievement

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3
Q

(Gobel et al., 2014)

What did Gobel state was a good predictor of later math achievement?

A

Understanding of numerical symbols

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4
Q

Fuson, 1988

2 year old children can recite the….

A

Numerical sequence

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5
Q

Fuson, 1988

2 year olds can recite a numerical sequence, but

A

Haven’t yet understood the numerical meaning

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6
Q

Fuson, 1988

2 year olds can recite a numerical sequence, but haven’t yet understood the numerical meaning.

At this stage, number words are

A

Like placeholders

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7
Q

English children learn the meaning of a number-word at around

A

24-36 months

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8
Q

English children learn the meaning of _______ at around 24-36 months

A

A number word

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9
Q

Cross-linguistic studies have suggested learning the meaning of ‘one’ is easier when

A

The language has a singular/plural distinction

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10
Q

If a language has a singular/plural distinction, it is

A

Easier to learn the meaning of one

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11
Q

(Gelman + Gallistel, 1978)

What are the counting principles? (5)

A
  1. Stable order
  2. One-to-one
  3. Abstraction
  4. Order irrelevance
  5. Cardinality
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12
Q

(Gelman + Gallistel, 1978)

What does ‘stable-order’ refer to

A

Words recited in fixed order

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13
Q
  1. Stable order
  2. One-to-one
  3. Abstraction
  4. Order irrelevance
  5. Cardinality

^ These are the __________

A

Counting principles

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14
Q

(Gelman + Gallistel, 1978)

‘One-to-one’ correspondence refers to

A

Each object can only be counted once

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15
Q

(Gelman + Gallistel, 1978)

‘Abstraction’ refers to

A

ANYTHING can be counted (sounds, objects, people)

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16
Q

(Gelman + Gallistel, 1978)

‘Order Irrelevance’ refers to

A

Knowing the order in which things are counted is irrelevant

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17
Q

(Gelman + Gallistel, 1978)

‘Cardinality’

A

The LAST pronounced number identifies the number of the set

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18
Q

(Gelman + Gallistel, 1978)

The LAST pronounced number identifies the number of the set

A

Cardinality

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19
Q

(Gelman + Gallistel, 1978)

Knowing the order in which things are counted is irrelevant

A

Order irrelevance

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20
Q

(Gelman + Gallistel, 1978)

ANYTHING can be counted (sounds, objects, people)

A

Abstraction

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21
Q

Abstraction is one of the

A

Counting principles

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22
Q

Cardinality is one of the

A

Counting principles

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23
Q

(Wynn, 1990)

The ‘give a number task’ (i.e. 5 tomatoes please’ can help when

A

Learning to count

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24
Q

(Give a number task –> Developmental stages in the acquisition of cardinality principle)

Pre-number knower

A

Numerosity given is unrelated to requested number

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25
(Give a number task --> Developmental stages in the acquisition of cardinality principle) One-knower
Child can accurately give 1 More than 1 for ANY NUMBER higher than 1
26
(Give a number task --> Developmental stages in the acquisition of cardinality principle) Two-knower
Incorrect for any number higher than 2
27
(Give a number task --> Developmental stages in the acquisition of cardinality principle) three-knower
Incorrect for any number higher than 3
28
(Give a number task --> Developmental stages in the acquisition of cardinality principle) Four-knower
Incorrect for any number higher than 4
29
(Give a number task --> Developmental stages in the acquisition of cardinality principle) Pre-number knower, one-knower, two-knower, three-knower and four-knowers all make up
Subset-knowers
30
(Give a number task --> Developmental stages in the acquisition of cardinality principle) If you are a cardinal principle knower,
Know the exact meaning of all number words
31
(Give a number task --> Developmental stages in the acquisition of cardinality principle) A cardinal principle knower knows
The exact meaning of all the number words
32
Being a Cardinal Principle knower lasts approximately
1 1/2 years
33
Becoming a cardinal principle knower is a _____ and ________ process
Long | Error prone
34
Variability in cardinal principle-knowing may be based on (2)
SES | Home numeracy
35
Cardinal principle knower Children from high SES backgrounds reach the understanding of cardinality between
34-51 months
36
Cardinal principle knower Children from a less privileged background typically reach cardinal understanding at around
48 months
37
Cardinal principle knower Who reaches cardinal understanding first - high SES or low SES
High SES
38
Cardinal principle knower What is 'home numeracy'?
Practicing numeracy with parents
39
(Levine et al., 2010) Home numeracy: "Number talk" at home predicts
Cardinality knowledge
40
Two ways in which magnitude representations support children acquisition of meaning of number words? (2)
1. Mapping number words to ANS | 2. Object tracking system
41
(Dehaene, 1997) Mapping of number words to ANS gives number words an approximate numerical meaning. This acts as
Scaffolding to counting acquisition
42
Children first learn the meaning of small number words by....
Linking them to objects (object tracking system)
43
What is the object tracking system limit?
3-4
44
Children learn meaning of small number words by object tracking. For larger numbers, children perform a
induction (conceptual shift) from list to external objects
45
For larger sets, children perform a induction (conceptual shift) from list to external objects For example, one more object in the set...
Corresponds to the next number word in the list
46
Transparent languages reflect
Place-value explicitly
47
Advantage of learning to count in a transparent language? (2)
1. Fewer number words to learn | 2. Base-ten system explicitly marked
48
1. Fewer number words to learn 2. Base-ten system explicitly marked ^ What language is this?
Transparent language
49
Sigeler + Mu (2008) Superior performance of Asian children in mathematics could be explained by
Transparency of the number system
50
Inversion
Order of number words is reversed, e.g. German
51
Moyer + Landauer (1978) Effects in single digit processing: ________
Digit comparison task
52
Which researchers came up with the Digit Comparison Task?
Moyer + Landauer (1978)
53
Moyer + Landauer (1978) Method: Digit Comparison Task
Choose the larger
54
Moyer + Landauer (1978) Digit Comparison Task performance is affected by (2)
1. Distance effect | 2. Size effect
55
Moyer + Landauer (1978) Distance effect: the closer
2 digits are in value, the longer it takes to decide which is larger
56
Moyer + Landauer (1978) Size effect:
The larger the digits are, the longer it takes to decide which is larger
57
Moyer + Landauer (1978) Distance effect + size effect =
Ratio effect
58
Moyer + Landauer (1978) The ratio effect provides evidence that
Symbolic number processing is influenced by non-symbolic representations
59
Size congruity effect, a.k.a
Numerical stroop
60
Size congruity effect - there is
An incongruency between physical size and numerical size
61
Numerical Stroop Longer RTs for...
Incongruent trials
62
Schneider et al., (2017) A recent meta-analysis found that symbolic number processing (digit comparison) relates to
Mathematical achievement
63
Rouselle + Noelle, 2007 Children with math disability show a reduced...
Performance in symbolic digit comparison

269 (18 decks)

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