The Shape of Things: The Origin of Young Children's Knowledge of the Names and Properties of Geometric Forms
Identifieur interne : 000490 ( Main/Exploration ); précédent : 000489; suivant : 000491The Shape of Things: The Origin of Young Children's Knowledge of the Names and Properties of Geometric Forms
Auteurs : Brian N. Verdine ; Kelsey R. Lucca ; Roberta Michnick Golinkoff ; Kathy Hirsh-Pasek ; Nora S. NewcombeSource :
- Journal of cognition and development : official journal of the Cognitive Development Society [ 1524-8372 ] ; 2015.
Abstract
How do toddlers learn the names of geometric forms? Past work suggests that preschoolers have fragmentary knowledge and that defining properties are not understood until well into elementary school. The current study investigates when children first begin to understand shape names and how they apply those labels to unusual instances. We tested 25- and 30-month-old children's (
Url:
DOI: 10.1080/15248372.2015.1016610
PubMed: 27019647
PubMed Central: 4808058
Affiliations:
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Le document en format XML
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<front><div type="abstract" xml:lang="en"><p id="P1">How do toddlers learn the names of geometric forms? Past work suggests that preschoolers have fragmentary knowledge and that defining properties are not understood until well into elementary school. The current study investigates when children first begin to understand shape names and how they apply those labels to unusual instances. We tested 25- and 30-month-old children's (<italic>N</italic>
= 30 each) understanding of names for <italic>canonical</italic>
shapes (commonly-encountered instances, e.g., equilateral triangles), <italic>non-canonical</italic>
shapes (more irregular instances, e.g., scalene triangles), and <italic>embedded</italic>
shapes (shapes within a larger picture, e.g., triangular slices of pizza). At 25 months, children know very few names, including those for canonical shapes. By 30 months, however, children have acquired more shape names, and are beginning to apply them to some of the less typical instances of the shapes. Possible mechanisms driving this initial development of shape knowledge and implications of that development for school readiness are explored.</p>
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<name sortKey="Newcombe, Nora S" sort="Newcombe, Nora S" uniqKey="Newcombe N" first="Nora S." last="Newcombe">Nora S. Newcombe</name>
<name sortKey="Verdine, Brian N" sort="Verdine, Brian N" uniqKey="Verdine B" first="Brian N." last="Verdine">Brian N. Verdine</name>
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