By Karen C. Fuson (auth.)
For a while now, the examine of cognitive improvement has been a ways and away the main energetic self-discipline inside of developmental psychology. even if there will be a lot confrontation as to the precise share of papers released in developmental journals which may be thought of cognitive, 50% sounds like a conservative estimate. for this reason, a chain of scholary books to be dedicated to paintings in cognitive improvement is mainly acceptable at the moment. The Springer sequence in Cognitive improvement comprises easy different types of books, particularly, edited collections of unique chapters by way of a number of authors, and unique volumes written by way of one writer or a small crew of authors. The flagship for the Springer sequence is a serial book of the "advances" kind, wearing the subtitle growth in Cognitive improvement examine. Volumes within the growth series are strongly thematic, in that every is restricted to a few well-defined area of cognitive developmental study (e. g. , logical and mathematical improvement, semantic development). All growth volumes are edited collections. Editors of such books, upon session with the sequence Editor, may perhaps choose to have their works released both as contributions to the development series or as separate volumes. All books written through one writer or a small staff of authors might be released as separate volumes in the sequence. is getting used within the selec a pretty vast definition of cognitive improvement tion of books for this series.
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Extra info for Children’s Counting and Concepts of Number
Table 2-3 indicates that by far the most common two-word stable incorrect portion omitted the word fifteen, that is, fourteen, sixteen. For stable portions of more than two words, most of the teen words were omitted by some children, although fifteen was still omitted by more children than was any other word. Why fifteen should be omitted the most and whether this high rate of omission is connected with its irregular formation (fifteen and not fiveteen) or with its phonetic qualities ("fif" is difficult to say) is not clear.
Brainerd, New York: SpringerVerlag. Copyright 1982 by Springer-Verlag. Reprinted by permission. a B = Blocks trials: while counting a pile of 50 movable blocks. h R = Rate trials: no objects. 1. Accurate Portions. Saxe, Guberman, and Gearhart (in press) reported that the mean accurate portion produced by their sample of middle- and working-class children aged 2-6 (two years six months) to 3-2 was the sequence up through five. Percentages of older children ranging from age 3 1/2 through third grade who produce accurate sequences of various lengths are given in Table 2-2.
Accurate Portions. Saxe, Guberman, and Gearhart (in press) reported that the mean accurate portion produced by their sample of middle- and working-class children aged 2-6 (two years six months) to 3-2 was the sequence up through five. Percentages of older children ranging from age 3 1/2 through third grade who produce accurate sequences of various lengths are given in Table 2-2. These results are based on two different sets of data. , 1982). Each child was asked to "Count as high as you can" on two trials given at the beginning and at the end of a counting interview in which the children also counted a pile of 50 blocks and rows of blocks that increased in size from 4 to 34; number-word sequence data were taken from all these tasks.