{
  "creator": [
    "Baroody, Arthur J.",
    "Mix, Kelly S.",
    "Kartal, Gamze",
    "Lai, Meng-lung"
  ],
  "date": [
    "2023-03-31"
  ],
  "description": [
    "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 may underestimate a key aspect of children’s cardinal understanding of small numbers. Another is that the traditional give-n task, which requires checking an initial response by one-to-one counting, confounds pre-counting and counting competencies."
  ],
  "format": [
    "application/pdf",
    "text/html",
    "text/xml"
  ],
  "identifier": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/10035",
    "10.5964/jnc.10035"
  ],
  "language": [
    "eng"
  ],
  "publisher": [
    "PsychOpen GOLD / Leibniz Institut for Psychology (ZPID)"
  ],
  "relation": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/10035/10035.pdf",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/10035/10035.html",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/10035/10035.xml"
  ],
  "rights": [
    "Copyright (c) 2023 Arthur J. Baroody, Kelly S. Mix, Gamze Kartal, Meng-lung Lai",
    "https://creativecommons.org/licenses/by/4.0"
  ],
  "source": [
    "Journal of Numerical Cognition; Vol. 9 No. 1 (2023); 182-195",
    "2363-8761",
    "10.5964/jnc.v9i1"
  ],
  "subject": [
    "assessment",
    "cardinality development",
    "early childhood",
    "give-n",
    "how many",
    "subitizing"
  ],
  "title": [
    "The Development and Assessment of Early Cardinal-Number Concepts"
  ],
  "type": [
    "info:eu-repo/semantics/article",
    "info:eu-repo/semantics/publishedVersion"
  ]
}