Conceptual Correlates of Counting: Children’s Spontaneous Matching and Tracking of Large Sets Reflects Their Knowledge of the Cardinal Principle

Conceptual Correlates of Counting: Children’s Spontaneous Matching and Tracking of Large Sets Reflects Their Knowledge of the Cardinal Principle

The acquisition of counting is a major milestone for children. A central question is how children’s non-verbal number concepts change as they learn to count. We assessed children’s verbal counting knowledge using the Give-N task and identified children who had acquired the cardinal principle (Cardin...

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Bibliographic Details
Main Authors: Anna Shusterman, Pierina Cheung, Jessica Taggart, Ilona Bass, Talia Berkowitz, Julia A. Leonard, Ariel Schwartz
Format: Article
Language:English
Published: PsychOpen GOLD/ Leibniz Insitute for Psychology 2017-07-01
Series:Journal of Numerical Cognition
Subjects:
cognitive development
numerical cognition
number development
cardinality
object tracking
approximate number system
Online Access:http://jnc.psychopen.eu/article/view/65

Internet

http://jnc.psychopen.eu/article/view/65

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