Part-Whole Knowledge and Early Arithmetic Problem Solving

摘要: In two experiments, we examined the development of 4- to 6-year-old children's understanding part-whole relations. The first experiment tested hypothesis that young children do not appreciate structure arithmetic problems, focusing on initial-unknown change problems. Five- and 6-year-olds showed a sensitivity those problems in they responded with number was larger than given for final set more often addition subtraction smaller contrast, 4-year-olds tended choose small both their responses were consistent reliable degree. second further appreciation relations, using class inclusion task. Again these 5- 6-year...