Children’s Counting and Concepts of Number

1. Front Matter

   Pages i-xiv

   PDF

2. Number Words

   1. Front Matter

      Pages 1-1

      PDF

   2. Introduction and Overview of Different Uses of Number Words

      • Karen C. Fuson

      Pages 3-31

   3. The Number-Word Sequence: An Overview of Its Acquisition and Elaboration

      • Karen C. Fuson

      Pages 33-60

3. Correspondence Errors in Counting Objects

   1. Front Matter

      Pages 61-61

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   2. Correspondence Errors in Children’s Counting

      • Diane J. Briars, Walter G. Secada

      Pages 63-91

   3. Effects of Object Arrangement on Counting Correspondence Errors and on the Indicating Act

      • Karen C. Fuson

      Pages 93-127

   4. Effects of Object Variables and Age of Counter on Correspondence Errors Made When Counting Objects in Rows

      • Karen C. Fuson

      Pages 129-174

   5. Correspondence Errors in Children’s Counting: A Summary

      • Karen C. Fuson

      Pages 175-201

4. Concepts of Cardinality

   1. Front Matter

      Pages 203-203

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   2. Children’s Early Knowledge About Relationships Between Counting and Cardinality

      • James W. Hall

      Pages 205-246

   3. Later Conceptual Relationships Between Counting and Cardinality: Addition and Subtraction of Cardinal Numbers

      • Karen C. Fuson

      Pages 247-298

   4. Uses of Counting and Matching in Cardinal Equivalence Situations: Equivalence and Order Relations on Cardinal Numbers

      • Karen C. Fuson

      Pages 299-368

5. Number Words, Counting, and Cardinality: The Increasing Integration of Sequence, Count, and Cardinal Meanings

   1. Front Matter

      Pages 369-369

      PDF

   2. Early Relationships Among Sequence Number Words, Counting Correspondence, and Cardinality

      • Karen C. Fuson

      Pages 371-402

   3. An Overview of Changes in Children’s Number Word Concepts From Age 2 Through 8

      • Karen C. Fuson

      Pages 403-417

6. Back Matter

   Pages 419-446

   PDF

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Volumes in the Progress sequence are strongly thematic, in that each is limited to some well-defined domain of cognitive­ developmental research (e. g. , logical and mathematical development, semantic development). All Progress volumes are edited collections. Editors of such books, upon consultation with the Series Editor, may elect to have their works published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. is being used in the selec­ A fairly broad definition of cognitive development tion of books for this series.

• Action
• Elaboration
• development
• learning
• learning and instruction

• School of Education and Social Policy, Northwestern University, Evanston, USA

  Karen C. Fuson

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