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

  • Karen C. Fuson
Part of the Springer Series in Cognitive Development book series (SSCOG)


In this chapter the effects of two different nonlinear array shapes on correspondence errors in children’s counting are reported. Unlike a row in which the pointing finger separates the uncounted from the counted objects, both of these array shapes require children to remember which objects they have counted. One study contrasts the kinds of correspondence errors children make when counting objects in a maximally disorganized array with those made when counting objects in a row. The correspondence errors are those outlined in Table 3-1 and discussed in chapter 3. Two studies focus on children’s ability to use a stop-rule when counting objects arranged in a circular loop. In the maximally disorganized array, children must remember for all the objects which ones have been counted, while the linearly ordered circular arrays require only remembering with which object one started counted. Children’s use of two indicating acts other than pointing are also explored. One is moving objects from an uncounted to a counted pile, and the other is a microcomputer pen.


Number Word Point Error Circular Array Spatial Strategy Circular Loop 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer-Verlag New York Inc. 1988

Authors and Affiliations

  • Karen C. Fuson
    • 1
  1. 1.School of Education and Social PolicyNorthwestern UniversityEvanstonUSA

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