What Counts? Sources of Knowledge in Children's Acquisition of the Successor Function. Issue 4 (21st January 2021)

• Record Type: Journal Article
• Authors: Schneider, Rose M.; Sullivan, Jessica; Guo, Kaiqi; Barner, David
• Is Part Of: Child development. Volume 92:Issue 4(2021)
• Page Start: e476
• Page End: e492
• Publication Date: 2021-01-21
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.13524
• Languages: English
• ISSNs: 0009-3920

Abstract

Abstract : Although many U.S. children can count sets by 4 years, it is not until 5½–6 years that they understand how counting relates to number—that is, that adding 1 to a set necessitates counting up one number. This study examined two knowledge sources that 3½‐ to 6‐year‐olds ( N = 136) may leverage to acquire this "successor function": (a) mastery of productive rules governing count list generation; and (b) training with "+1" math facts. Both productive counting and "+1" math facts were related to understanding that adding 1 to sets entails counting up one number in the count list; however, even children with robust successor knowledge struggled with its arithmetic expression, suggesting they do not generalize the successor function from "+1" math facts.