Abstract
Preschoolers' use of number words to denote one-to-one correspondence was assessed by 2 tasks. In the matching task, the children matched 2 sets to determine whether they could be put in one-to-one correspondence and then judged whether the same number word should be used to denote both sets. In the counting task, the children counted 2 sets and used the final number words of the count to determine whether the sets could be put in one-to-one correspondence. Most 4-year-olds and some 3 1/2-year-olds use number words to denote one-to-one correspondence in each of these tasks. These findings are related to previous research.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
