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РЖ ВИНИТИ 15 (BI44) 96.05-04П1.95

Starkey, Prentice.
The development of subitizing in young children [Text] / Prentice Starkey, Robert G. Cooper // Brit. J. Dev. Psychol. - 1995. - Vol. 13, N 4. - P399-420 . - ISSN 0261-510X
Перевод заглавия: Развитие предсчета у маленьких детей
Аннотация: Across three experiments, 2- to 5-year-old children were found to enumerate accurately and reliably small arrays of objects irrespective of spatial arrangement and at a duration (200 ms) that precluded verbal counting. These findings indicate the presence in young children of a subitizing ability that is distinct from verbal counting. Subitizing appears to develop before verbal counting. The subitizing range increased with age during early childhood from 1-3 (the accurate enumeration range of infants) to 1-5 (the subitizing range of adults). Implications of these findings for theories of the development of numerical cognition are discussed. США, School of Education and Inst. of Human Development, Tolman Hall, Univ. of California, Berkeley, CA 94720. Библ. 38

ГРНТИ	15.31.31

ВИНИТИ 151.31.31.13
Рубрики: ДЕТСКИЙ ВОЗРАСТ
РАЗВИТИЕ ПСИХИЧЕСКИХ ПРОЦЕССОВ
СЧЕТ
ЧЕЛОВЕК

Доп.точки доступа:
Cooper, Robert G.

РЖ ВИНИТИ 15 (BI44) 96.09-04П1.123

Lee, Kang.
The development of cognitive constraints on notations [Text] / Kang Lee, Annette Karmiloff-Smith // Arch. psychol. - 1996. - Vol. 64, N 248. - P3-26 . - ISSN 0003-9640
Перевод заглавия: Развитие когнитивных требований к условным обозначениям
Аннотация: There are discrepancies in the literature on notational development, some studies showing that children produce well-formed notations by age eight, whereas others report notational difficulties even at age eleven. We highlight a distinction previously ignored between encoding in a notation information about states and encoding sequential information about transformations. Two experiments were conducted. In Experiment 1, three age groups (eight-nine, ten-eleven year-olds and adults) were asked to solve a simple board puzzle and then to produce a notation to convey the solution at a later time to an addressee. Results showed that, although children of both age groups produced well-formed notations of states early in development, even many ten-eleven year-olds failed to encode in their notations explicit sequential information about transformations. This was not solely a production deficit. In Experiment 2, when subjects were asked to choose a notation from a set of ready-made notations for an addressee, only adults showed consistent sensitivity to the need for notations to explicitly encode sequential information about transformations. Children's notational development involves a progressive shift from the desire to faithfully reproduce all the features of the states of a task to understanding the need to encode crucial information about transformations from one state to the next. Канада, Department of Psychology Queen's University Kingston, Ontario, Canada K7L 3N6 E-mail; Kang

ГРНТИ	15.31.31

ВИНИТИ 151.31.31.13
Рубрики: ДЕТСКИЙ ВОЗРАСТ
РАЗВИТИЕ ПСИХИЧЕСКИХ ПРОЦЕССОВ
ВОЗРАСТНЫЕ РАЗЛИЧИЯ
КОГНИТИВНЫЕ ПРОЦЕССЫ
ВНУТРЕННИЕ РЕПРЕЗЕНТАЦИИ
УСЛОВНЫЕ ОБОЗНАЧЕНИЯ
ОБЗОРЫ
БИБЛ. 35
ЧЕЛОВЕК

Доп.точки доступа:
Karmiloff-Smith, Annette

РЖ ВИНИТИ 15 (BI44) 99.02-04П1.35

Пиаже, Ж.
О механизмах ассимиляции и аккомодации [Текст] / Ж. Пиаже // Психол. наука и образ. - 1998. - N 1. - С. 22-26

ГРНТИ	15.31.31

ВИНИТИ 151.31.31.13
Рубрики: РАЗВИТИЕ ПСИХИЧЕСКИХ ПРОЦЕССОВ
Ж. ПИАЖЕ
АККОМОДАЦИЯ
АССИМИЛЯЦИЯ
ФУНДАМЕНТАЛЬНЫЕ ПСИХОЛОГИЧЕСКИЕ СВЯЗИ

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