Conceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principle
Author(s) / Creator(s)
Shusterman, Anna
Cheung, Pierina
Taggart, Jessica
Bass, Ilona
Berkowitz, Talia
Leonard, Julia A.
Schwartz, Ariel
Abstract / Description
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 (Cardinal Principle Knowers, or CP-knowers) and those who had not (Subset-Knowers, or SS-knowers). We compared their performance on two tests of nonverbal numerical cognition. We report comparable performance between SS- and CP-knowers for matching and tracking small sets of objects up to four, but disparate performance for sets between five and nine, with CP-knowers outperforming SS-knowers. These results indicate that the difference between CP- and SS-knowers extends beyond their knowledge of the verbal number system to their non-verbal quantitative reasoning. The findings provide support for the claim that children’s induction of cardinality represents a conceptual transition with concurrent, qualitative changes in numerical representation.
Keyword(s)
cognitive development numerical cognition number development cardinality object tracking approximate number systemPersistent Identifier
Date of first publication
2017-07-21
Journal title
Journal of Numerical Cognition
Volume
3
Issue
1
Page numbers
1–30
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Shusterman, A., Cheung, P., Taggart, J., Bass, I., Berkowitz, T., Leonard, J. A., & Schwartz, A. (2017). Conceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principle. Journal of Numerical Cognition, 3(1), 1–30. https://doi.org/10.5964/jnc.v3i1.65
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Author(s) / Creator(s)Shusterman, Anna
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Author(s) / Creator(s)Cheung, Pierina
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Author(s) / Creator(s)Taggart, Jessica
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Author(s) / Creator(s)Bass, Ilona
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Author(s) / Creator(s)Berkowitz, Talia
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Author(s) / Creator(s)Leonard, Julia A.
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Author(s) / Creator(s)Schwartz, Ariel
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PsychArchives acquisition timestamp2018-11-21T11:42:43Z
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Made available on2018-11-21T11:42:43Z
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Date of first publication2017-07-21
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Abstract / DescriptionThe 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 (Cardinal Principle Knowers, or CP-knowers) and those who had not (Subset-Knowers, or SS-knowers). We compared their performance on two tests of nonverbal numerical cognition. We report comparable performance between SS- and CP-knowers for matching and tracking small sets of objects up to four, but disparate performance for sets between five and nine, with CP-knowers outperforming SS-knowers. These results indicate that the difference between CP- and SS-knowers extends beyond their knowledge of the verbal number system to their non-verbal quantitative reasoning. The findings provide support for the claim that children’s induction of cardinality represents a conceptual transition with concurrent, qualitative changes in numerical representation.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationShusterman, A., Cheung, P., Taggart, J., Bass, I., Berkowitz, T., Leonard, J. A., & Schwartz, A. (2017). Conceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principle. Journal of Numerical Cognition, 3(1), 1–30. https://doi.org/10.5964/jnc.v3i1.65en_US
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ISSN2363-8761
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1247
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1439
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/jnc.v3i1.65
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Keyword(s)cognitive developmenten_US
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Keyword(s)numerical cognitionen_US
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Keyword(s)number developmenten_US
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Keyword(s)cardinalityen_US
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Keyword(s)object trackingen_US
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Keyword(s)approximate number systemen_US
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Dewey Decimal Classification number(s)150
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TitleConceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principleen_US
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DRO typearticle
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Issue1
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Journal titleJournal of Numerical Cognition
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Page numbers1–30
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Volume3
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Visible tag(s)Version of Record