Elemental Groupings Help Children Perceive Cardinality: A Two-Phase Research Study
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This two-phase study reports on children's ability to perceive grouped versus ungrouped objects representing the numbers 1 through 9 and on the differential effects of training children to perceive elementally versus nonelementally grouped objects. In the study, children were individually exposed to arrays through the use of 33-mm slides. Results were reported orally and recorded by an observer. Orthogonal contrasts revealed that children were able to perceive elementally grouped objects significantly easier (p<.005p<.005) than nonelementally grouped objects. Further sets of elementally grouped objects in a pattern are significantly easier (p<.05p<.05) to perceive than nonpatterned groupings. Subjects receiving training using elementally grouped objects were able to perceive grouped objects significantly better (p<.01p<.01) than those exposed to ungrouped objects.
