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Counting by children with Down syndrome.

L Caycho¹, P Gunn, M Siegal

¹University of Queensland, St. Lucia, Australia.

American Journal of Mental Retardation : AJMR

|March 1, 1991

Summary

Children with Down syndrome demonstrate counting skills comparable to typically developing peers, guided by mathematical principles. Their counting abilities are linked to developmental level, not the syndrome itself.

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Area of Science:

Cognitive Development
Developmental Psychology
Special Education

Background:

Children's number understanding involves mastering principles like one-to-one correspondence, stable order, and cardinality.
The order irrelevance principle, where the sequence of counting does not affect the final count, is a key aspect of number sense.
Previous research has explored number cognition in children with Down syndrome, with varying findings.

Purpose of the Study:

To investigate the understanding of fundamental counting principles in children with Down syndrome.
To compare the counting abilities of children with Down syndrome to typically developing preschoolers with similar cognitive levels.
To examine the relationship between counting principles, cognitive abilities (PPVT-R), and chronological age.

Main Methods:

Utilized error-detection and self-performance counting tasks to assess understanding of one-to-one, stable order, and cardinal principles.
Employed Gelman's modified counting task to evaluate the order irrelevance principle.
Compared 15 children with Down syndrome to 15 typically developing preschoolers matched on Peabody Picture Vocabulary Test-Revised (PPVT-R) scores.

Main Results:

No significant differences were found in mean task scores between children with Down syndrome and the matched preschool group.
Partial correlations revealed significant associations between understanding of counting principles and PPVT-R scores, independent of chronological age.
Performance on counting tasks was comparable across groups, suggesting shared developmental trajectories.

Conclusions:

Children with Down syndrome can apply counting principles effectively, similar to their typically developing peers.
Developmental level, as indicated by cognitive abilities, appears to be a more significant factor than Down syndrome in guiding counting behavior.
These findings support the hypothesis that early number learning in children with Down syndrome is principle-based.

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