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Title: Modeling the child's development of cardinality : from counting to conservation of number
Author: Cara, Francesco
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 1990
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This thesis proposes a domain-specific framework to deal with some of the problems of cognitive development raised by Post-Piagetian research, in particular early competence and heterogeneity in across-domains performance. The theoretical framework is explored in relation to the development of the domain of cardinal number: from counting to precocious number conservation to standard conservation. The results of three empirical studies support the interpretation that a same structure specialized in processing numerical information becomes operational on contents of increasing complexity: 1. on individual sets (as in set reproduction tasks); 2. on two or more sets (as in set comparison and modified conservation tasks); 3. on sets of sets (as in the Piagetian number conservation task). The process by which the child discovers the import of the number-structure on new contents is modeled as a semantic process that transforms cardinal representations, entertained as irrelevant, into relevant representations. This transformation proceeds in a stage-like way which, at each stage, reveals new facts about number and brings about a restructuring and extension of the cardinal number concept.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available