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X-ORIGINAL-URL:https://www.pina-research.de/
X-WR-CALNAME:PINA
X-WR-CALDESC:Potsdam Research Institute for Early Learning & Educational Action
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BEGIN:VEVENT
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DTSTART;TZID=Europe/Helsinki:20260114T180000
DTEND;TZID=Europe/Helsinki:20260114T193000
DTSTAMP:20250316T172900
UID:MEC-ab2481c9f93d0ed3033a3281d865ccb2@pina-research.de
CREATED:20250316
LAST-MODIFIED:20260106
PRIORITY:5
TRANSP:OPAQUE
SUMMARY:Kolloquium am 14.01.26 mit Chi-Chuan Chen
DESCRIPTION:Ort: Online via Zoom\nZeit: 18:00 – 19:30 Uhr\nChi-Chuan Chen (Cognitive development and Numerical concept development, University of Illinois Urbana-Champaign – USA)\nThe emergence of exact equality understanding\nEstablishing whether two sets of objects have the same number of objects turns out to be surprisingly challenging for children even if they have some basic number word and counting knowledge. Here we study the relationship between understanding of exact equality of sets and symbolic number knowledge in preschool children (N=208, Age=2.89–5.09 years) at various stages of symbolic number word acquisition. We gave children two classic verbal symbolic number word knowledge tasks (Give-N, How Many?) and two comparable but non-verbal set-matching tasks in which they were asked to produce a set of objects that numerically matched a target set. We find strong evidence that symbolic number knowledge is related to but precedes set-matching for exact equality, both replicating and extending recent findings.  Specifically, set-matching accuracy was better for children who understood symbolic number cardinality compared to those who did not, even after accounting for age and executive functions. Furthermore, this effect was seen across the range of set sizes tested (1-8), including smaller set sizes (1-4) typically thought to be within the cognitive limits to be compared for exact equality non-verbally. Finally, set-matching performance was below ceiling even at set sizes corresponding to individual children’s specific level of symbolic number knowledge (N) as well as the preceding quantity (N-1). Together these results suggest that understanding of exact equality builds on symbolic number knowledge. More broadly, our results support the emerging view that understanding symbolic number cardinality is only one early step towards understanding the symbolic number system.\nZoom-Link bitte erfragen bei: pina(at)fh-potsdam.de\n
URL:https://www.pina-research.de/events/kolloquium-am-14-01-26-mit-chi-chuan-chen/
CATEGORIES:Kolloquien
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