The Development and Assessment of Early Cardinal-Number Concepts

Abstract: Number-recognition tasks, such as the how-many task, involve set-to-word mapping, and number-creation tasks, such as the give-n task, entail word-to-set mapping. The present study involved comparing sixty 3-year-olds’ performance on the two tasks with collections of one to three items over three time points about 3 weeks apart. Inconsistent with the sparse evidence indicating equivalent task performance, an omnibus test indicated that success differed significantly by task (and set size but not by time). A follow-up analysis indicated that the hypothesis that success emerges first on the how-many task was, in general, significantly superior to the hypothesis of simultaneous development. It further indicated the how-many-first hypothesis was superior to a give-n-first hypothesis for sets of three. A theoretical implication is that set-to-word mapping appears to develop before word-to-set mapping, especially in the case of three. A methodological implication is that the give-n task m.... https://jnc.psychopen.eu/index.php/jnc/article/view/10035

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

References and Relationships

• Bibliographic citation: The Development and Assessment of Early Cardinal-Number Concepts ; volume:9 ; number:1 ; day:31 ; month:03 ; year:2023 ; Journal of numerical cognition ; 9, Heft 1 (31.03.2023)

Contributors, Places and Time

• Creator: Baroody, Arthur J. ; Mix, Kelly S. ; Kartal, Gamze ; Lai, Meng-lung

Further information

• DOI: 10.5964/jnc.10035
• URN: urn:nbn:de:101:1-2023041505105604851615
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 14.08.2025, 11:01 AM CEST