Abstract
Preschoolers (n=62) completed tasks that tapped their knowledge of symbolic and non-symbolic exact quantities, their ability to translate among different representations of exact quantity (i.e., digits, number words, and non-symbolic quantities), and their non-symbolic, digit, and spoken number comparison skills (e.g., which is larger, 2 or 4?). As hypothesized, children's knowledge about non-symbolic exact quantities, spoken number words, and digits predicted their ability to map between symbolic and non-symbolic exact quantities. Further, their knowledge of the mappings between digits and non-symbolic quantities predicted symbolic number comparison (i.e., of spoken number words or written digits). Mappings between written digits and non-symbolic exact quantities developed later than the other mappings. These results support a model of early number knowledge in which integration across symbolic and non-symbolic representations of exact quantity underlies the development of children's number comparison skills.
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.
