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dc.contributor.authorFletcher, Ben
dc.contributor.authorPine, K.
dc.date.accessioned2012-12-20T09:59:32Z
dc.date.available2012-12-20T09:59:32Z
dc.date.issued2009
dc.identifier.citationFletcher , B & Pine , K 2009 , ' The robustness of pre-school children's tendency to count discrete physical objects ' , Educational Psychology , vol. 29 , no. 7 , pp. 801-813 . https://doi.org/10.1080/01443410903289431
dc.identifier.issn0144-3410
dc.identifier.otherPURE: 193377
dc.identifier.otherPURE UUID: e74e879f-de5e-4de4-b109-6d4834721ab8
dc.identifier.otherdspace: 2299/4423
dc.identifier.otherScopus: 70949091952
dc.identifier.urihttp://hdl.handle.net/2299/9463
dc.descriptionOriginal article can be found at: http://www.informaworld.com/smpp/title~content=t713415498~db=all Copyright Informa / Taylor and Francis. DOI: 10.1080/01443410903289431
dc.description.abstractWhen pre-school children count an array of objects containing one that is broken in half, most count the halves as two separate objects. Two studies explore this predisposition to count discrete physical objects (DPOs) and investigate its robustness in the face of various manipulations. In Experiment 1, 32 children aged three-four years counted arrays of intact and broken objects, comprising familiar objects known to be separable (e.g. a lolly and its stick) or non-separable (e.g. a toothbrush). The meaning of presenting a broken object was made explicit as some children saw a 'naughty Ted' causing the breakage. The DPO bias was robust in the face of these familiarity and context manipulations. Experiment 2 tested whether the DPO bias could be overcome by teaching children a strategy for counting two parts as one whole and also considered whether children's prior knowledge of cardinality was associated with the bias. Only eight children (33%) benefited from the strategy teaching. At a second post-test two to three days later, half of these had reverted to their DPO bias. Cardinality knowledge was not associated with improvement. The robustness of the bias to count DPOs is discussed in terms of innate predispositions and abstracted representations.en
dc.language.isoeng
dc.relation.ispartofEducational Psychology
dc.rightsOpen
dc.titleThe robustness of pre-school children's tendency to count discrete physical objectsen
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionPsychology
dc.contributor.institutionApplied and Practice-based Research
dc.contributor.institutionBehaviour Change in Health and Business
dc.description.statusPeer reviewed
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=70949091952&partnerID=8YFLogxK
dc.relation.schoolSchool of Life and Medical Sciences
dcterms.dateAccepted2009
rioxxterms.versionofrecordhttps://doi.org/10.1080/01443410903289431
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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