Cognitive Development Research
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Cognitive Development Research
W1- Skill Formation and the Economics of Investing in Disadvantaged Children
In the article, Heckman asserts that it is imperative to invest in underprivileged young children at premature interventions since it will enable them to gain significant payoffs rather than investing in them during their later years.
Questions
Based on the journal, there are certain questions that require discussion. These questions considerably center on the theme. Foremost, apart from factoring in environmental influences, is it imperative to consider genetics as another factor that affects the output of later interventions performed on disadvantaged children at their later years? (Heckman, 2006, p.1900). Secondly, is it accurate to suggest that schools do not play a major role in achieving inequality within the performances of students? (Heckman, 2006, p.1901).
W2- Early Math Matters: Kindergarten Number Competence and Later Mathematics Outcomes
Jordan, Kaplan, Ramineni and Locuniak surmise that early number competences among children play a significant role in positioning the learning curves in Mathematics based on the correlation such competences possess with achievement in the subject.
Questions
In the article, it is imperative to provide questions concerning the theme discussed by the author for critical purposes. Firstly, is there another measure, apart from numerical competence, that is suitable for establishing the capability to solve mathematical computations? (Jordan et al, 852) Secondly, is there a relationship between the socio-economic background of a child and his or her performance based on number competence? (Jordan et al, 862).
W3- Core Systems of Number
Feigenson, Dehaene and Spelke claim that numbers usually progress from simplicity to difficulty based on the progression from infancy to adulthood.
Questions
In accordance with the article, certain questions are significant for discussion. Foremost, how is it possible to determine that infants, children and adults possess a common framework of numerical core systems? (Feigenson, Dehaene & Spelke, 2004, 309). Secondly, is it accurate to suggest that the genetic development of the brain during the different stages of a distinct individual affects the manner in which individuals perform mathematical computations? (Feigenson, Dehaene & Spelke, 2004, 309).
W4- Addition and Subtraction by Human Infants
Wynn claims that human beings possess real arithmetic capabilities supported by innate mathematical concepts evident during the infancy stage.
Questions
With respect to the journal, definite questions are important for ensuring a discourse on the theory. Firstly, how is it possible for infants to generate mathematical computations such as addition and subtraction without possessing adequate numerical competences? (Wynn, 1992, 749). Secondly, is it probable to determine how infants have different expectations concerning numerical change and its variability? (Wynn, 1992, 749-750).
W5- Individual Differences in Non-Verbal Number Acuity Correlate With Maths Achievement
Halberda, Mazzocco & Feigenson claim that there is a correlation between personal disparities in the accomplishment of mathematics and the differences evident within the perception of an unschooled estimated numerical sense.
Questions
Foremost, does the numerical sense perception affect learning in mathematics in the later stages of an individual? (Halberda, Mazzocco & Feigenson, 2008, 2). Subsequently, do personal disparities within numerical sense acuity foresee the differences in symbolic maths achievement? (Halberda, Mazzocco & Feigenson, 2008, 3)
W6- How Counting Leads to Children’s First Representations of Exact, Large Numbers
Sarnecka, Goldman & Slusser allege that children create a way of mentally modeling exact, large numbers when they establish a comprehension of counting.
Questions
Firstly, how is it possible to determine the adequacy of the number-knower levels structure in establishing a significant understanding of counting? (Sarnecka, Goldman & Slusser, 2012, 10). Secondly, is it accurate to assert that counting and approximation produce proportioned error patterns without including the effect of learning difficulties within the child? (Sarnecka, Goldman & Slusser, 2012, 11)
W7- A Number of Options: Rationalist, Constructivist, and Bayesian Insights into the Development of Exact-Number Concepts
Sarnecka and Negen support that children possess abstract numerical concepts based on the rationalist approach it provides towards this argument.
Questions
First, in comparison with the Bayesian and Constructivist theories, is it possible to assert that the Rationalist approach provides a considerably suitable way of explaining the development of exact-number concepts in humans and animals? (Sarnecka & Negen, 242-243). Following this, is it difficult to elucidate how children infer the progression of numbers in linearity? (Sarnecka & Negen, 262).
W8- Find the Picture of Eight Turtles: a Link between Children’s Counting and their Knowledge of Number-Word Semantics
Slusser & Sarnecka claim that children become capable of associating numerosity with number words when they develop a complete understanding of counting.
Questions
Foremost, is the cardinality principle enough to determine the capability of children seeing higher number words while denoting numerosity? (Slusser & Sarnecka, 2011, 6). Secondly, do children comprehend numerosity before discovering the cardinality tenet or do they inherently possess it or understand it after finding out the cardinality principle? (Slusser & Sarnecka, 2011, 8).
References
Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307-314.
Halberda, J., Mazzocco, M. M., & Feigenson, L. (2008). Individual differences in non-verbal number acuity correlate with maths achievement. Nature, 455(7213), 665-668.
Heckman, J. J. (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science, 312(5782), 1900-1902.
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850-867.
Sarnecka, W. B., & Negen, J. (2012). A number of options: rationalist, constructivist, and Bayesian insights into the development of exact-number concepts. In F. Xu, T. Kushnir & J. B. Benson (Eds.), Advances in child development and behavior: Rational constructivism in cognitive development (pp.237-268): New York, NY: Elsevier.
Sarnecka, W. B., & Slusser, B. E. (2011). Find the picture of eight turtles: A link between children’s counting and their knowledge of number-word semantics. Journal of Experimental Child Psychology, 110(1), 1-31.
Sarnecka, W. B., Goldman, C. M., & Slusser, B. E. (2012). How counting leads to children’s first representations of exact, large numbers. University of California, Irvine.
Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358(6389), 749-750.