The paradox between the numerically competent infant and the slow learning of two- to four-year-old children /La paradoja entre el bebé numéricamente competente y el lento aprendizaje de los niños de dos a cuatro años de edad

RODRÍGUEZ, C.; SCHEUER, N.

Estudios de Psicología / Studies in Psychology

Taylor & Francis

Lugar: Oxford; Año: 2015 vol. 36 p. 18 - 47

0210-9395

Since the 1980s many studies based on laboratory research have claimed that infants are numerically competent. As empirical evidence regarding the scope of that early quantitative sensitivity increases, it becomes necessary to reflect on its cognitive significance and its relationship to number development. Here we present a critical review of that line of research. Despite the repertoire of numerical abilities attributed to infants and the supposedly natural character of the first numbers in the number series, coming to use them and understand them in their semiotic complexity is a cognitive challenge. Children approach this challenge motivated, supported and frequently with the guidance of others. This challenge implies a high level of semiotic organization of the material world, as well as mastering the first sign systems, which children appropriate during the first years of life. Such systems are the basis on which numbers stand. EL ARTICULO SERÁ PUBLICADO EN INGLÉS (TRADUCCION EN PROCESO, A CARGO DE LA REVISTA) Y CASTELLANO. SE ADJUNTA VERSIÓN ACEPTADA EN CASTELLANO.