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The early development of numerical reasoning.

P Starkey1

  • 1Institute of Human Development, University of California, Berkeley 94720.

Cognition
|May 1, 1992
PubMed
Summary

Young children demonstrate numerical reasoning skills, understanding quantity changes from addition or subtraction even before verbal counting. This suggests innate numerical abilities independent of language or cultural number experience.

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Numerical Cognition

Background:

  • Early numerical abilities are crucial for mathematical development.
  • The role of verbal counting and cultural experience in early numerical reasoning is debated.

Purpose of the Study:

  • To investigate numerical reasoning in preverbal children aged 1-4 years.
  • To determine if numerical understanding precedes verbal counting skills.

Main Methods:

  • Children performed object-placement tasks involving addition/subtraction transformations.
  • Performance was assessed by the correct retrieval of objects from a container.

Main Results:

  • Children accurately retrieved correct quantities for small set sizes.
  • Numerical reasoning was evident even without verbal counting ability.

Conclusions:

  • Early numerical reasoning is independent of verbal counting.
  • Innate numerical abilities may not require cultural number experience.

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