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Direct linkLipton, Jennifer S.; Spelke, Elizabeth S. – Child Development, 2005
Five-year-old children categorized as skilled versus unskilled counters were given verbal estimation and number word comprehension tasks with numerosities 20-120. Skilled counters showed a linear relation between number words and nonsymbolic numerosities. Unskilled counters showed the same linear relation for smaller numbers to which they could…
Descriptors: Preschool Children, Numbers, Cognitive Mapping, Task Analysis
