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Pre-counting toddlers can track object quantities using sequential enumeration, suggesting early development of numerical cognition. This ability appears linked to the approximate number system (ANS), not just object tracking.

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Numerical Cognition

Background:

  • Limited research exists on numerical abilities in pre-counting toddlers.
  • Previous studies focused on infants or children aged 3+.
  • Spontaneous focusing on numerosity is a key area of investigation.

Purpose of the Study:

  • To investigate if pre-counting toddlers use sequential enumeration.
  • To determine if this ability relies on the object tracking system (OTS) or approximate number system (ANS).
  • To assess numerical processing in toddlers before formal counting skills emerge.

Main Methods:

  • A novel imitation task was adapted from previous spontaneous focusing on numerosity research.
  • Two-and-a-half-year-old children imitated an experimenter feeding tokens to a puppet.
  • Numerosities ranged from 1 to 6, with repeated presentations to analyze response distributions.

Main Results:

  • Many children attended to the numerosity of tokens without explicit numerical cues.
  • Response distributions centered on target numerosities, showing characteristic variability.
  • Findings align with the signature of the approximate number system (ANS).

Conclusions:

  • Pre-counting children demonstrate spontaneous sequential enumeration abilities.
  • This capability appears to be supported by the approximate number system (ANS).
  • Toddlers can update and retain numerical information for behavioral reproduction, similar to non-human primates.