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...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
PsychOpen
2017-07-01
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| Series: | Journal of Numerical Cognition |
| Subjects: | |
| Online Access: | http://jnc.psychopen.eu/article/view/65 |