{
  "creator": [
    "Shusterman, Anna",
    "Cheung, Pierina",
    "Taggart, Jessica",
    "Bass, Ilona",
    "Berkowitz, Talia",
    "Leonard, Julia A.",
    "Schwartz, Ariel"
  ],
  "date": [
    "2017-07-21"
  ],
  "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."
  ],
  "format": [
    "application/pdf",
    "text/html",
    "text/xml"
  ],
  "identifier": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5709",
    "10.5964/jnc.v3i1.65"
  ],
  "language": [
    "eng"
  ],
  "publisher": [
    "PsychOpen GOLD / Leibniz Institut for Psychology (ZPID)"
  ],
  "relation": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5709/5709.pdf",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5709/5709.html",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5709/5709.xml"
  ],
  "rights": [
    "Copyright (c) 2017 Shusterman; Cheung; Taggart et al.",
    "https://creativecommons.org/licenses/by/4.0"
  ],
  "source": [
    "Journal of Numerical Cognition; Vol. 3 No. 1 (2017); 1-30",
    "2363-8761"
  ],
  "subject": [
    "cognitive development",
    "numerical cognition",
    "number development",
    "cardinality",
    "object tracking",
    "approximate number system"
  ],
  "title": [
    "Conceptual Correlates of Counting: Children’s Spontaneous Matching and Tracking of Large Sets Reflects Their Knowledge of the Cardinal Principle"
  ],
  "type": [
    "info:eu-repo/semantics/article",
    "info:eu-repo/semantics/publishedVersion"
  ]
}