Week 3: How Do We Speak Without Words?

Question 1

What is symbolic representation?

Answer 1

It is a process where one thing (an entity) becomes a symbol for something else

Question 2

Is there such a thing as ‘non-alphabetic’ language?

Answer 2

No there isn’t

Question 3

What is meant by ‘non-alphabetic’ language?

Answer 3

It refers to a type of writing system.

It is a large set of SYMBOLS - learning takes a long time

Question 4

What is logographic learning?

Answer 4

Whole word learning

Question 5

What is alphabetic learning?

Answer 5

Sounding out

Question 6

Does the Japanese language have two types of scripts?

Answer 6

Yes.

• Traditional script = Kanji
• Easy alternative - Kana

Question 7

What is Kanji

Answer 7

Logographic learning

Question 8

What is Kana

Answer 8

Alphabetic learning

Question 9

What does Ping (1994) state about Braille?

Answer 9

• It takes OVER A YEAR for a blind child to learn the alphabet.
• The letters are more similar

Question 10

What is the habituation paradigm?

Answer 10

When you show something to a baby and eventually, they’ll get bored when they’ve seen enough of it.

Question 11

How early do we learn numbers:

What did Antell & Keating (1983) find out about babies?

Answer 11

New-borns can discriminate 2 objects and 3 objects.

This doesn’t mean the baby can count but they can tell there is a difference.

Question 12

How early do we learn numbers:

What did Starkey, Spelke & Gelman (1983) find out about babies?

Answer 12

Babies can also discriminate between sounds.

NOT JUST VISUAL PERCEPTION BUT ALSO AUDITORY.

Question 13

How early do we learn numbers:

What did Wynn (1992) find out about babies?

Answer 13

Babies looked longer when the rules were violated in the experiment.

Question 14

So can babies count:

What did Gallistel & Gelman find out about babies?

Answer 14

Children count mentally like an ‘accumulator’… SO NO, CHILDREN DON’T COUNT.

Question 15

What is an accumulator?

Answer 15

A mental process whereby the children can estimate.

Question 16

So do children have core number knowledge?

Answer 16

This ability is DEMAIN SPECIFIC – HARDWIRED FROM BIRTH

Question 17

So can babies count:

What does the constructionist approach argue?

Answer 17

Starkey & Cooper (1995)

Learning numbers is DOMAIN GENERAL

Their Research goes against the accumulator model

Question 18

Learning to count:

What does Gelman & Gallistel (1978) suggest about how we learn to count?

Answer 18

We need 3 principles to learn how to count:

1. One-to-one correspondence
2. Stable order
3. Cardinality

Question 19

What is one-to-one correspondence?

Answer 19

When you are aware you have counted an item and don’t recount.

E.g.: 3 objects in front of me, and I count 3, I don’t recount any.

Question 20

What is stable order?

Answer 20

Counting in the correct order. E.g.: “1, 2, 3, 4, 5”

Question 21

What is cardinality?

Answer 21

Child has to recognise that the final number they count, is the total number

Question 22

What is the first number word a child says after the age of 1?

Answer 22

2

Question 23

Learning to count:

By the age of 3 what can babies do?

Answer 23

They can produce number sequences independently

Question 24

Does knowing a number sequence mean you know how to count?

Answer 24

NO!

Sometimes 4-year-olds can count accurately IF they have someone to help them, BUT CANNOT BY THEMSELVES

Question 25

Learning to count: What did Fuson (1988) propose to help children count?

Answer 25

Counting is easier if objects are lined in a row.

Question 26

What is the counting all strategy?

Answer 26

- Child is counting on their hand - Most often used by 5-year-olds - Can be used for subtraction

Question 27

What is the counting on strategy?

Answer 27

- Counting all is difficult to use if sum is greater than 10. - Children learn that if they had to work out the sum 3+5, they can do 5+3. - Sign of an understanding of EQUIVALENCE

Question 28

What is the retireval strategy?

Answer 28

Answers for sums are replaced by retrieval

Question 29

What is Dyscalculia?

Answer 29

- Like dyslexia but for numbers - 3-6% population - Difficulty understanding simple number concepts - Take much longer to do simple runs

Question 30

What are the symptoms of Dyscalculia?

Answer 30

* Counting * Calculations * Numbers with zeros * Measures * Direction/orientation THEY ARE FINE WITH CALCULUS • Don’t affect all area of maths – can be great mathematician but hopeless at calculation

Question 31

Did Siegler and Jenkins (1989) propose the Microgentic method?

Answer 31

Yes

Question 32

What is the Microgentic method?

Answer 32

A method in which the same setting is studied repeatedly in order to observe change in detail. - Intensive trial by trial analysis - Aims to infer underlying representations & processes involved

Question 33

What is the 'min' stratgey?

Answer 33

an arithmetic strategy in which children faced with an addition problem start with the largest addend and count up from there. For example, for the problem, 3 + 2 = ?, a child would say “3… 4, 5.”

Question 34

What is subsitising?

Answer 34

When you are able to look at a group of objects and realise how many there are without counting. - This only works with small groups of numbers, as we can only subitise up to 5 things. - First introduced by Piaget.

Question 35

How many objects can adults subitise?

Answer 35

3-4 objects

Question 36

Can children subtitise?

Answer 36

Starkey and Cooper found: - 2.5 years not able to count - Reliable judgments up to 3 items - 4 or more items = performance at chance - Improves to reliable up to 4 items by 3.5 yrs - 5.5 years = No further improvements

Question 37

What is argued about how children's counting skills arise?

Answer 37

From the ability to subitise

Question 38

Baroody and Ganon investigated children's understanding of commutativity, they found this understanding preceded what?

Answer 38

The generation of the 'min' strategy

Question 39

What does commutativity mean?

Answer 39

With addition and multiplication of numbers, you can change the order of the numbers in the problem and it will not affect the answer.