The development and assessment of early cardinal-number concepts

Number-recognition tasks, such as the how-many task, involve set-to-word mapping, and number-creation give-n entail word-to-set mapping. The present study involved comparing sixty 3-year-olds’ performance on two tasks with collections of one to three items over time points about 3 weeks apart. Inconsistent sparse evidence indicating equivalent task performance, an omnibus test indicated that success differed significantly by (and set size but not time). A follow-up analysis hypothesis emerges first was, in general, superior simultaneous development. It further how-many-first was a give-n-first for sets three. theoretical implication is mapping appears develop before especially case methodological may underestimate key aspect children’s cardinal understanding small numbers. Another traditional which requires checking initial response one-to-one counting, confounds pre-counting counting competencies.