skip to main content
Language:
Search Limited to: Search Limited to: Resource type Show Results with: Show Results with: Search type Index

Everything is Infinite: Children’s Beliefs About Endless Space, Time, and Number

Open mind (Cambridge, Mass.), 2023-09, Vol.7, p.715-731 [Peer Reviewed Journal]

2023. This work is published under https://creativecommons.org/licenses/by/4.0/legalcode (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2023 Massachusetts Institute of Technology 2023 Massachusetts Institute of Technology ;ISSN: 2470-2986 ;EISSN: 2470-2986 ;DOI: 10.1162/opmi_a_00104

Full text available

Citations Cited by
  • Title:
    Everything is Infinite: Children’s Beliefs About Endless Space, Time, and Number
  • Author: Sullivan, Jessica ; Cramer-Benjamin, Sophie ; Alvarez, Joseph ; Barner, David
  • Subjects: Cognition & reasoning ; Knowledge
  • Is Part Of: Open mind (Cambridge, Mass.), 2023-09, Vol.7, p.715-731
  • Description: How do children form beliefs about the infinity of space, time, and number? We asked whether children held similar beliefs about infinity across domains, and whether beliefs in infinity for domains like space and time might be scaffolded upon numerical knowledge (e.g., knowledge successors within the count list). To test these questions, 112 U.S. children (aged 4;0–7;11) completed an interview regarding their beliefs about infinite space, time, and number. We also measured their knowledge of counting, and other factors that might impact performance on linguistic assessments of infinity belief (e.g., working memory, ability to respond to hypothetical questions). We found that beliefs about infinity were very high across all three domains, suggesting that infinity beliefs may arise early in development for space, time, and number. Second, we found that—across all three domains—children were more likely to believe that it is always possible to add a unit than to believe that the domain is endless. Finally, we found that understanding the rules underlying counting predicted children’s belief that it is always possible to add 1 to any number, but did not predict any of the other elements of infinity belief.
  • Publisher: One Broadway, 12th Floor, Cambridge, Massachusetts 02142, USA: MIT Press
  • Language: English
  • Identifier: ISSN: 2470-2986
    EISSN: 2470-2986
    DOI: 10.1162/opmi_a_00104
  • Source: PubMed Central
    DOAJ Directory of Open Access Journals
Back to results list
INSPIRE LIBRARY - TON DUC THANG UNIVERSITY (84-028) 37 755 057 Feedback
19 Nguyen Huu Tho St. Dist.7, HCM thuvien@tdtu.edu.vn

Copyright © 2017 INSPIRE LIBRARY - TON DUC THANG UNIVERSITY

Searching Remote Databases, Please Wait