The effect of maternal support for counting and cardinal understanding in pre-school children

Social Development

Volumn 10, Issue 2, 2001, Pages 202-220

  Linnell, Maggie ^a   Fluck, Michael ^b  

^a UNIVERSITY OF PORTSMOUTH   (United Kingdom)

^b NONE

Author keywords

Cardinality; Counting; Pre school; Vygotsky

Indexed keywords

EID: 0041080996     PISSN: 0961205X     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9507.00159     Document Type: Article

References (44)

1. Addison Stone, C. (1993). What is missing in the metaphor of scaffolding? In D. Faulkner, K. Littleton, & M. Woodhead (Eds.) Learning relationships in the classroom. London. Routledge. O.U.P.
2. Bloom, P. & Wynn, K. (1997). Linguistic cues in the acquisition of words. Journal of Child Language, 24, 511-533.
3. Clarke-Carter, D. (1997). Doing quantitative psychological research: From research to report. Hove: Psychology Press.
4. Durkin, K (1991). Language in mathematical education: An introduction. In K. Durkin & B. Shire. Language in mathematical eduction. Research and Practice. Buckingham. OUP.
5. Durkin, K. (1993). The representation of number in infancy and early childhood. In C. Pratt & A. F. Garton (Eds.), Systems of representation in children: Development and use. Chichester: Wiley.
6. Elman, J., Bates, E., Johnson, M., Karmiloff-Smith, A., Parisi, D., & Plunkett, K (1996). Rethinking innateness: A connectionist perspective on development. Cambridge M.A: MIT Press.
7. Fluck, M. (1995). Counting on the right number: Maternal support for the development of cardinality. The Irish Journal of Psychology, 16, 2, 133-149.
8. Fluck, M. & Henderson, L. (1996). Counting and cardinality in English nursery pupils. British Journal of Educational Psychology, 66, 501-517.
9. Fluck, M., Linnell, M., & Holgate, M. (1998). Counting facts and counting fiction: Parental assumptions about three-year olds' understanding of cardinality and their implications. British Psychological Society. Developmental Section Annual Conference, University of Lancaster.
10. Frye, D., Braisby, N., Lowe, J., Maroudas, C., & Nicholls J. (1989). Young children's understanding of counting and cardinality. Child Development, 60, 1158-1171.
11. Fuson, K. (1988). Children's counting and concepts of number. New York: Springer Verlag.
12. Fuson, K & Hall, J. W. (1988). Children's early knowledge about relationships between cardinality and counting. In K. Fuson (Ed.), Young children's counting and concepts of number (206-247). New York: Springer-Verlag.
13. Gallistel, R. & Gelman, R. (1991). Subitizing: The preverbal counting process. In W. Kessen, H. Ortony, & F. Craik (Eds.), Festschrift for George Mandler (pp. 65-81). New York: Erlbaum.
14. Gallistel, R. & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43-74.
15. Gelman, R. & Gallistel, C. R. (1978). The child's understanding of number. Cambridge M.A: Harvard University Press.
16. Gelman, R., Meck, E., & Merkin, S. (1986). Young children's numerical competence. Cognitive Development, 1, 1-29.
17. Greeno, J., Riley, M., & Gelman, R. (1984). Conceptual competence and children's counting. Cognitive Psychology, 16, 94-143.
18. Gregory, R. L. (1987) The oxford companion to the mind. Oxford. O.U.P.
19. Howell, D. C. (1997). Statistical methods for psychology. Belmont CA: Duxbury Press.
20. Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge Mass: MIT Press.
21. Klahr, D. & Wallace, J. G. (1973). The role of quantification operators in the development of conservation. Cognitive Psychology, 4, 301-327.
22. Mandler, J. M. (1979). Categorical and schematic organisation in memory. In C. R. Puff (Ed.), Memory organisation and structure (pp. 250-299). New York: Academic Press.
23. Mandler, J. M. (1983). Representation. In J. H. Flavell & E. M. Markman (Eds.) Cognitive development, Vol. 3 of P. Mussen (Ed.), Manual of child psychology (pp. 420-494). New York: John Wiley.
24. Nunes, T. & Bryant, P. (1996). Children doing mathematics. Oxford. Blackwell.
25. Peters, L., Davey, N., Messer, D., & Smith, P. (1999). An investigation into Karmiloff-Smith's RR model: The effects of structured tuition. British Journal of Developmental Psychology, 17, 277-292.
26. Reddy, V., Hay, D., Murray, L., & Trevarthan, C. (1997). Communication in infancy: Mutual regulation of affect and attention. In G. J. Bremner, A. Slater, & G. Butterworth (Eds.), Infant development recent advances (pp. 247-273). Hove U.K: Psychology Press.
27. Rommetveit, R. (1974). On message structure: a framework for the study of language and communication. New York. Wiley.
28. Rommetveit, R. (1979). On codes and dynamic residuals in human communication. In R. Rommetveit & R. M. Blaker (Eds.) Studies of language, thought and verbal communication (pp. 163-75). Orlando, FL: Academic Press.
29. Saxe, G. B., Guberman S. R., & Gearhart, M. (1987). Social processes in early number development. Monographs of the Society for Research in Child Development, Serial No. 216.
30. Schaffer, H. R. (1996). Social development. Oxford: Blackwell.
31. Schaeffer, B., Egglestone, V., & Scott, J. (1974). Number development in young children. Cognitive Psychology, 6, 357-379.
32. Siegler, R. S. (1991). In young children's counting procedures precede principles. Educational Psychology Review, 3, 127-135.
33. Siegler, R. S. (1998). Children's thinking. (Third edition) New Jersey: Prentice Hall.
34. Snow, C. (1972). Mothers' speech to children learning language. Child development, 43, 549-565.
35. Snow, C. (1994). Beginning with baby talk: Twenty years of research on input and interaction. In C. Gallaway & B. J. Richards (Eds.), Input and interaction in language acquisition (pp. 3-12). Cambridge: Cambridge University Press.
36. Sophian, C. (1998). A developmental perspective on children's counting. In C. Donlan (Ed.) The development of mathematical skills. Hove: Blackwell.
37. Strauss, M. S. & Curtis, L. E. (1984). Development of numerical concepts in infancy. In C. Sophian (Ed.), The Origins of cognitive skills. Hillsdale N.J: Erlbaum.
38. Tabachnick, B. G. & Fidell, L. S. (1996) Using Multivariate Statistics. Northride, CA: Harper Collins.
39. Villette, B. (1994). Des processus de quantification à la cardinalité. L'Année Psychologique, 94, 25-44.
40. Vygotsky, L. S. (1978). Mind in society. Cambridge Mass: Harvard University Press.
41. Wood, D. & Middleton, D. (1975). A study of assisted problem solving. British Journal of Experimental Psychology, 66, 181-191
42. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring problem solving. Journal of Child Psychology and Psychiatry, 17, 2, 89-100.
43. Wynn, K. (1990). Children's understanding of counting. Cognition, 36, 155-193
44. Wynn, K. (1992). Children's acquisition of the counting words in the number system. Cognitive Psychology, 24, 220-251.