LEADER 04141nam 2200589Ia 450 001 9910813534603321 005 20230213211912.0 010 $a0-674-03753-7 024 7 $a10.4159/9780674037533 035 $a(CKB)1000000000787093 035 $a(EBL)3300437 035 $a(SSID)ssj0000121232 035 $a(PQKBManifestationID)11143920 035 $a(PQKBTitleCode)TC0000121232 035 $a(PQKBWorkID)10115254 035 $a(PQKB)10937458 035 $a(MiAaPQ)EBC3300437 035 $a(Au-PeEL)EBL3300437 035 $a(CaPaEBR)ebr10318430 035 $a(OCoLC)923111289 035 $a(DE-B1597)574643 035 $a(DE-B1597)9780674037533 035 $a(EXLCZ)991000000000787093 100 $a20060913d1978 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe child's understanding of number$b[electronic resource] /$fRochel Gelman and C. R. Gallistel 210 $aCambridge, MA $cHarvard University Press$d1978 215 $a1 online resource (280 p.) 300 $aDescription based upon print version of record. 311 $a0-674-11637-2 320 $aIncludes bibliographical references (p. 246-254) and index. 327 $a""Contents""; ""1. Focus on the Preschooler""; ""2. Training Studies Reconsidered""; ""3. More Capacity Than Meets the Eye: Direct Evidence""; ""4. Number Concepts in the Preschooler?""; ""5. What Numerosities Can the Young Child Represent?""; ""6. How Do Young Children Obtain Their Representations of Numerosity?""; ""7. The Counting Model""; ""8. The Development of the How-To-Count Principles""; ""9. The Abstraction and Order-Irrelevance Counting Principles""; ""10. Reasoning about Number""; ""11. Formal Arithmetic and the Young Childa???s Understanding of Number"" 327 $a""12. What Develops and How""""Conclusions""; ""References""; ""Index"" 330 $aThe authors report the results of some half dozen years of research into when and how children acquire numerical skills. They provide a new set of answers to these questions, and overturn much of the traditional wisdom on the subject.Table of Contents: 1. Focus on the Preschooler 2. Training Studies Reconsidered 3. More Capacity Than Meets the Eye: Direct Evidence 4. Number Concepts in the Preschooler? 5. What Numerosities Can the Young Child Represent? 6. How Do Young Children Obtain Their Representations of Numerosity? 7. The Counting Model 8. The Development of the How-To-Count Principles 9. The Abstraction and Order-Irrelevance Counting Principles 10. Reasoning about Number 11. Formal Arithmetic and the Young Child's Understanding of Number 12. What Develops and How Conclusions References Index Reviews of this book: The publication of this book may mark a sea change in the way that we think about cognitive development. For the past two decades, the emphasis has been on young children's limitations. Now a new trend is emerging: to challenge the original assumption of young children's cognitive incapacity. The Child's Understanding of Number represents the most original and provocative manifestation to date of this new trend.--Contemporary PsychologyReviews of this book: Here at last is the book we have been waiting for, or at any rate known we needed, on the young child and number. The authors are at once sophisticated in their own understanding of number and rich in psychological intuition. They present a wealth of good experiments to support and guide their intuitions. And all is told in so simple and unalarming a manner that even the most pusillanimous will be able to read with enjoyment.--Canadian Journal of Psychology 606 $aNumber concept 606 $aNumber concept in children 615 0$aNumber concept. 615 0$aNumber concept in children. 676 $a372.72044 700 $aGelman$b Rochel$01631457 701 $aGallistel$b C. R.$f1941-$0303704 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910813534603321 996 $aThe child's understanding of number$93970260 997 $aUNINA