Producción CyT
Artículo
Autoría
EDUARDO MARTI
;
NORA SCHEUER
;
SILVIA CAVALCANTE
;
BARBARA BRIZUELA
;
TRENCH, JUAN MAXIMO
Fecha
2016
Editorial y Lugar de Edición
Routledge-Psychology Press
Revista
Journal of Cognitive Psychology
Routledge-Psychology Press
Resumen
Información suministrada por el agente en
SIGEVA
The goal of the present study was to compare a range of aspects in children?s symbolic knowledge about the number three among two groups of three-year-olds from contrasting socioeconomic backgrounds. Every child was presented with five tasks that focused on the number three and that had cognitive demands of different complexity: expressing their age, reciting the conventional number series up to three, quantifying a collection of three, and two tasks requiring the use of visually presented quan...
The goal of the present study was to compare a range of aspects in children?s symbolic knowledge about the number three among two groups of three-year-olds from contrasting socioeconomic backgrounds. Every child was presented with five tasks that focused on the number three and that had cognitive demands of different complexity: expressing their age, reciting the conventional number series up to three, quantifying a collection of three, and two tasks requiring the use of visually presented quantitative information.The results showed the same order of difficulty of the tasks in both socioeconomic groups and a clear performance difference depending on socioeconomic background. These findings show that symbolic knowledge about the number three does not come in an all or none fashion. Rather, different aspects of this symbolic competence become apparent in response to different tasks, and seem to depend largely on the socioeconomic environment in which children develop.
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Palabras Clave
socioeconomic differencesnumber cognitionsymbolic knowledge