ABSTRACT
This study investigates when young children develop the ability to map between three numerical representations: arrays, spoken number words, and digits. Children (3, 4, and 5 years old) had to map between the two directions (e.g., array-to-digit vs. digit-to-array) of each of these three representation pairs, with small (1-3) and large numbers (4-6). Five-year-olds were at ceiling in all tasks. Three-year-olds succeeded when mapping between arrays and number words for small numbers (but not large numbers), and failed when mapping between arrays and digits and between number words and digits. The main finding was that four-year-olds performed equally well when mapping between arrays and number words and when mapping between arrays and digits. However, they performed more poorly when mapping between number words and digits. Taken together, these results suggest that children first learn to map number words to arrays, then learn to map digits to arrays and finally map number words to digits. These findings highlight the importance of directly exploring when children acquire digits rather than assuming that they acquire digits directly from number words.
Subject(s)
Child Development/physiology , Cognition/physiology , Mathematical Concepts , Age Factors , Child, Preschool , Female , Humans , MaleABSTRACT
Los modelos psicosociales del desarrollo en la adolescencia han apuntado hacia la importanciade considerar la interrelación entre los contextos significativos para el adolescente (familia, escuela ycomunidad) en la compresión de su ajuste psicosocial. Sin embargo, pocos estudios han analizado lainfluencia conjunta de estos contextos en el desarrollo de un problema conductual específico como es laconducta violenta en las escuelas. Con el presente estudio se pretende explorar los nexos existentes entrela percepción del clima familiar, escolar y comunitario en la violencia escolar teniendo presente el papeldel bienestar y malestar subjetivo del adolescente. Para poner a prueba estas relaciones múltiples se ha utilizadouna muestra de 1795 adolescentes de ambos sexos con edades comprendidas entre los 11 y los 18años. Los datos se analizaron mediante el cálculo de un modelo de ecuaciones estructurales, incluyendo unanálisis multigrupo para alumnos rechazados y populares en el aula. Los resultados obtenidos apoyan lasrelaciones esperadas y el modelo resultante es equivalente para ambos tipos sociométricos. En la discusiónse consideran las implicaciones de estos resultados para la intervención con adolescentes desde una perspectivaindividual y contextual (AU)
Psychosocial models of adolescent development have pointed to the importance of consideringthe interrelationship between relevant contexts (family, school and community) in understanding psychosocialadjustment. However, few studies have examined the combined influence of these contexts inthe development of specific behavioral problems such as violent behavior in schools. The present studyaims to explore the links between the perception of the family, school and community climate on schoolviolence considering the role of subjective well-being and adolescent distress. To test these multiple relationshipsa sample of 1795 adolescents of both sexes aged between 11 and 18 has been used. Data wereanalyzed using a structural equation model, including a multi-group analysis for popular and rejected studentsin the classroom. The results support the expected relationships and the resulting model is equivalentfor both sociometric status. The discussion considers the implications of these findings for interventionwith adolescents from an individual and contextual perspective (AU)
