Abstract
Preschooler's use of counting in many-to-one situations was assessed in 2 tasks. Children's performances on these tasks demonstrate that, given a perceptually available set of dolls, children can use number words to determine the quantity of a hidden or nonexistent set of items in a known ratio to the present set (2 or 3 items for each doll). Children's appropriate use of counting in these many-to-one situations develops during the period from 4 to 51/2 years old. The task demands and the strategies children used in these tasks are discussed
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