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Infants recognize counting as numerically relevant.

Jinjing Jenny Wang1, Lisa Feigenson1

  • 1Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, Maryland.

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Summary
This summary is machine-generated.

Infants associate counting with number, even before understanding number words. This suggests early recognition of counting

Keywords:
approximate number systemcountinginfantsnumber wordsworking memory

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Area of Science:

  • Cognitive Development
  • Numerical Cognition
  • Infant Psychology

Background:

  • Children typically grasp number word meanings (e.g., "two," "three") in preschool.
  • Prior research indicates infants have limitations in representing exact quantities in working memory.

Purpose of the Study:

  • To investigate whether infants associate the act of counting with numerical quantities.
  • To determine if counting aids infants' memory for object sets.

Main Methods:

  • Five experiments tested 14- and 18-month-old infants' memory for hidden objects.
  • Object sets were either counted aloud or not counted before being hidden.
  • Infants' ability to differentiate between set sizes (e.g., 2 vs. 4, 4 vs. 6) was assessed.

Main Results:

  • Infants failed to differentiate 2 from 4 objects when not counted.
  • Counting significantly improved infants' ability to remember and differentiate set sizes (e.g., 4 vs. 6).
  • The benefit of counting was observed for approximate ratios (2:3) but not for closer ratios (3:4).

Conclusions:

  • Infants recognize counting as numerically relevant before acquiring number word meanings.
  • Counting directs infants' attention to numerical properties of sets, aiding quantity representation.