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The use of linguistic and non-linguistic strategies in kindergarteners' interpretations of ‘more’ and ‘less’*

Published online by Cambridge University Press:  26 September 2008

Lynne M. Hudson ,
Karen H. Guthrie  and
Nicholas R. Santilli
Lynne M. Hudson
Affiliation:
The University of Toledo
Karen H. Guthrie
Affiliation:
The University of Toledo
Nicholas R. Santilli
Affiliation:
The University of Toledo
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Abstract

Kindergarteners, grouped according to number conservation ability, were asked to explain their choices of more and less in a series of parallel tasks requiring comparative judgements of continuous quantities. Errors on less tasks, as well as correct choices of more, were often determined by the non-linguistic strategy of choosing the greater amount. Non-conservers were more likely than conservers or transitional conservers to rely on this strategy. Furthermore, mature semantic knowledge of more was found to precede the development of a similar understanding of less. Non-conservers were less likely than conservers or transitionals to have a mature understanding of either term.

Type
Articles
Information
Journal of Child Language , Volume 9 , Issue 1 , February 1982 , pp. 125 - 138
Copyright
Copyright © Cambridge University Press 1982

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