The role of subitizing and counting in the development of the young child's conception of small numbers

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Overview

Title
The role of subitizing and counting in the development of the young child's conception of small numbers
Contributors
Fitzhugh, Idorenyin J. (Author)
Millward, Richard B. (Advisor)
Schepp, Bryan E. (Reader)
Spoehr, Kathryn T. (Reader)
Brown University. Department of Congitive, Linguistic and Psychological Sciences (Sponsor)
Doi
10.26300/xhp1-f328
Copyright Date
1978
Abstract
Sixty-two three- and four-year old children were tested in Day Care Centers in the Providence, R. I. area. Three experiments were administered. In Experiment I, subjects were given two sets of tasks. One set of tasks measured their ability to count groups of one to four beads, the other set measured their comprehension of the number words "one" through "four". In Experiments II and III, subjects were given three sets of tasks. One set of tasks measured their ability to count sets of one to five beads, another set of tasks measured their ability to meaningfully use that counting procedure to quantify groups of one to five beads, while the third set of tasks measured their comprehension of the number words "one" through "five".
Keywords
Child psychology
Number concept in children
Notes
Thesis (Ph. D.)--Brown University, 1976
Extent
7, 188 p.

Citation

Fitzhugh, Idorenyin J., "The role of subitizing and counting in the development of the young child's conception of small numbers" (1978). Psychology Theses and Dissertations, Cognitive, Linguistic, and Psychological Sciences Theses and Dissertations. Brown Digital Repository. Brown University Library. https://doi.org/10.26300/xhp1-f328

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