PRE-SCHOOLERS' PERFORMANCE IN A RELATIVE NUMBER JUDGEMENT TASK : SUCCESSIVE SETS

Abstract

The use of perceptual cues as aids to number judgement was studied using successively presented sets. Two between-participant variables were examined: number cue (length/density) and reward (more/less). Eighty 4-year-olds were shown two rows of stickers differing in number. Two types of perceptual cues were used, either a length or a density cue. In the length condition, the more numerous array was always the longer array. In the density condition, the more numerous array was always the denser array. The discrimination learning task was used to train half the children to choose the "more" and half to choose the "less" numerous row. Length cue was found to facilitate learning. Furthermore, the children showed a slight initial preference for "more" but no difference was found between the rewarded conditions. Upon completion of the training task, children were given two posttests. One of the tests was a test of generalization to new number sets. The other test included a judgement task in which a different perceptual cue from that in the learning test was used. Results indicate that children were successful on both tests, demonstrating their ability to base judgements of relative numerostiy on the basis of number when consistent perceptual cues were present.