![]() ![]() Paper presented at the Biennial Meeting of the Society for Research in Child Development, Boston, April, 1981.Ĭase, R., Kurland, M., & Daneman, M. ![]() Working-memory analyses of children’s mental arithmetic. Paper presented at the Annual Meeting of the Psychonomic Society. Developmental changes in latency patterns for access to the alphabet. Personal communication, February, 1980, April, 1981. Unpublished manuscript, University of Georgia, 1980. ![]() Young children’s counting and understanding of principles. Unpublished manuscript, Northwestern University, 1979, and paper presented at the Annual Meeting of the American Educational Research Association, Boston, April, 1980. Children’s construction of the counting numbers: From a spew to a bidirectional chain. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, April, 1980.įuson, K. A detailed analysis of the act of counting. Proposal submitted to National Science Foundation, April, 1981.įuson, K. Counting, numeration, and arithmetic capabilities of primary school children. Personal communication, May, 1981.īell, M., & Burns, J. This process is experimental and the keywords may be updated as the learning algorithm improves.īell, M., & Burns, J. These keywords were added by machine and not by the authors. Near the end of the elaborative phase, the words in the sequence themselves become items which are counted for arithmetic and relational purposes. During acquisition, the sequence begins to be used for counting objects. This development occurs, in our view, in two distinct, though overlapping, phases: an initial acquisition phase of learning the conventional sequence of number words and an elaboration phase, during which this sequence is decomposed into separate words and relations upon these pieces and words are established. In this chapter we describe children’s acquisition and elaboration of the sequence of counting words from its beginnings around age two up to its general extension to the base ten system notions beyond one hundred (around age eight). ![]()
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