Descriptor
| Arithmetic | 1 |
| Cognitive Development | 1 |
| Comprehension | 1 |
| Computation | 1 |
| Preschool Children | 1 |
| Preschool Education | 1 |
Source
| Child Development | 1 |
Author
| Frye, Douglas | 1 |
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| Journal Articles | 1 |
| Reports - Research | 1 |
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Peer reviewedFrye, Douglas; And Others – Child Development, 1989
In two experiments, large effects of variations in the form and timing of the cardinality question suggested that preschoolers' cardinality responses were situation-specific. Results suggested that children had no initial understanding of the relation between cardinality responses and numerosity. (RH)
Descriptors: Arithmetic, Cognitive Development, Comprehension, Computation
