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.

Additional Metadata
Keywords Early numeracy, Mapping digits, number words, quantities, Number comparison, Preschool children, Verbal counting
Persistent URL dx.doi.org/10.1016/j.cognition.2017.05.033
Journal Cognition
Citation
Jiménez Lira, C. (Carolina), Carver, M. (Miranda), Douglas, H. (Heather), & LeFevre, J.-A. (2017). The integration of symbolic and non-symbolic representations of exact quantity in preschool children. Cognition, 166, 382–397. doi:10.1016/j.cognition.2017.05.033