{
  "creator": [
    "Wege, Theresa Elise",
    "Bourque, Taeko",
    "Merkley, Rebecca",
    "Cheung, Pierina"
  ],
  "date": [
    "2025-06-06"
  ],
  "description": [
    "The Give-N (give-a-number) task has become a popular assessment of children’s number words and counting knowledge since Wynn’s (1990, 1992) seminal work over 30 years ago. Using the Give-N task, numerous studies have shown that children learn the first few number words slowly, before they understand how counting represents number. This learning trajectory and children's associated behaviors on the Give-N task are represented by “knower-levels” and form the basis for a large body of research assessing children’s number learning. Recent research has started to critically analyze the theoretical conceptualisation and reliability of knower-levels. We added to this work by conducting a systematic review of studies using the Give-N task. This review provides an overview of methodological practices and variations in the task’s administration and scoring of knower-levels which have theoretical and methodological implications. We argue that advancing methodology and theory for research in children’s number learning requires (1) consideration of Give-N task administration and scoring in study design and reporting and (2) reflection on the assumptions and limitations of classifying children’s performance on the Give-N task in the knower-level framework."
  ],
  "format": [
    "application/pdf",
    "text/html",
    "text/xml"
  ],
  "identifier": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/10577",
    "10.5964/jnc.10577"
  ],
  "language": [
    "eng"
  ],
  "publisher": [
    "PsychOpen GOLD / Leibniz Institut for Psychology (ZPID)"
  ],
  "relation": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/10577/10577.pdf",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/10577/10577.html",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/10577/10577.xml"
  ],
  "rights": [
    "Copyright (c) 2025 Theresa Elise Wege, Taeko Bourque, Rebecca Merkley, Pierina Cheung",
    "https://creativecommons.org/licenses/by/4.0"
  ],
  "source": [
    "Journal of Numerical Cognition; Vol. 11 (2025); 1-22",
    "2363-8761",
    "10.5964/jnc.v11"
  ],
  "subject": [
    "number words",
    "counting",
    "cardinal principle",
    "give-a-number",
    "Give-N",
    "knower-levels"
  ],
  "title": [
    "Thirty Years of the Give-N Task: A Systematic Review, Reflections, and Recommendations"
  ],
  "type": [
    "info:eu-repo/semantics/article",
    "info:eu-repo/semantics/publishedVersion"
  ]
}