Re-visiting the competence/performance debate in the acquisition of the counting principles

Article Abstract:

Advocates of he 'continuity hypothesis' have argued that innate non-verbal counting principles guide the acquisition of the verbal count list and this claim is evaluated by testing two-, three- and four-year-olds on 'easy' tasks that support continuity and 'hard' tasks that argue against it. Results are consistent with a growing body of evidence that shows that the count list as a representation of the positive integers transcends pre-verbal representations of number.

Vocabulary, Childhood perception, Perception in children, Competence and performance (Linguistics), Linguistic competence, Vocabulary skills

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Infants' metaphysics: the case of numerical identity

Article Abstract:

Ten-month-old infants fail to use property/kind information to determine the representations of two numerically different objects. They demonstrate only general sortals, and develop specific sortals by the age of 12 months. The infants represent the physical object concept of sortals, whose individuation and identity are dependent on spatiotemporal properties. Maturational changes might influence the developmental accomplishment of the ten- and twelve-month-olds.

Learning ability, Cognition in infants, Infant cognition, Categorization (Psychology) in children, Childhood categorization (Psychology)

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The emergence of kind-based object: Individuation in infancy

Article Abstract:

Infants were successful when unmistakable sptiotemporal information was provided and they could differentiate properties. In an infant by 12 month different properties play different role in a complex individuation task.

Science & research, Infants, Individuation (Psychology), Individuation

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