Journal
COGNITION
Volume 105, Issue 2, Pages 395-438Publisher
ELSEVIER
DOI: 10.1016/j.cognition.2006.10.005
Keywords
counting; number development; numerical cognition
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Funding
- NICHD NIH HHS [R01 HD038338] Funding Source: Medline
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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. (C) 2006 Elsevier B.V. All rights reserved.
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