One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles.

One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. Research Abstract Details 

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One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. Abstract Text:

Mathieu Le Corre,Susan Carey,Mathieu Le Corre,Susan Carey,

Since the publication of [Gelman, R., & Gallistel, C. R. (1978). The child's understanding of number. Cambridge, MA: Harvard University Press.] seminal work on the development of verbal counting as a representation of number, the nature of the ontogenetic sources of the verbal counting principles has been intensely debated. The present experiments explore proposals according to which the verbal counting principles are acquired by mapping numerals in the count list onto systems of numerical representation for which there is evidence in infancy, namely, analog magnitudes, parallel individuation, and set-based quantification. By asking 3- and 4-year-olds to estimate the number of elements in sets without counting, we investigate whether the numerals that are assigned cardinal meaning as part of the acquisition process display the signatures of what we call "enriched parallel individuation" (which combines properties of parallel individuation and of set-based quantification) or analog magnitudes. Two experiments demonstrate that while "one" to "four" are mapped onto core representations of small sets prior to the acquisition of the counting principles, numerals beyond "four" are only mapped onto analog magnitudes about six months after the acquisition of the counting principles. Moreover, we show that children's numerical estimates of sets from 1 to 4 elements fail to show the signature of numeral use based on analog magnitudes - namely, scalar variability. We conclude that, while representations of small sets provided by parallel individuation, enriched by the resources of set-based quantification are recruited in the acquisition process to provide the first numerical meanings for "one" to "four", analog magnitudes play no role in this process.

One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. Publishing Authors By Initials

M Le Corre,S Carey,M Le Corre,S Carey,

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One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. Journal Published:

PUBLICATION TYPE: Research Support, U.S. Gov't,

Journal: Cognition

VOLUME: 105

Page Numbers: 395-438

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ISSN: 0010-0277

DAY: 8

MONTH: 01

YEAR: 2007

One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. Information

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LANGUAGE: eng

NlmUniqueID: 367541

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Grant and Affiliation Information for One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles.

AFFILIATION: Harvard University, Laboratory for Developmental Studies, Cambridge, MA 02138, USA. lecorre@wjh.harvard.edu

Country: Netherlands

AGENCY: United States NICHD

GRANT: R01 HD038338

ACRONYM: HD

MEDLINETA: Cognition

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