Abstract
3 groups of approximately 20 children each, aged 3½ to 6½ yr., were presented with a number of tasks designed to assess skill in counting and enumeration. Contrary to usual expectations, certain counting tasks were more difficult than enumeration tasks, although both did show clear age trends. Results also showed that childern who could count when given a new point from which to start (regardless of age) performed consistently better on all other numerical tasks, perhaps indicating that fluent counting does not depend primarily on rote factors, but rather upon the recognition that natural numbers are a rule-governed system independent of the immediate perceptual environment. Results were also discussed in terms of Piaget's analysis of numerical development, with present findings seen as essentially supporting this analysis.
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