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Updated: Nov 19, 2025

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
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Starting small: exploring the origins of successor function knowledge.

Rose M Schneider1, Ashlie Pankonin1,2, Adena Schachner1

  • 1Department of Psychology, University of California, San Diego, La Jolla, California, USA.

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Summary

Children

Keywords:
conceptual developmentcountingnumbersuccessor function

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Area of Science:

  • Cognitive Development
  • Number Cognition

Background:

  • Most US children can count by age 4.
  • Many struggle with the abstract relationship between counting and quantity.

Purpose of the Study:

  • Investigate if children can perform addition before mastering counting.
  • Examine the development of number sense and counting skills.

Main Methods:

  • Two experiments were conducted.
  • Children's ability to perform item-based addition was assessed before and after learning to count.

Main Results:

  • Children demonstrated item-based addition abilities prior to becoming proficient counters.
  • Post-counting acquisition, addition skills remained item-based and limited to small numbers.

Conclusions:

  • Early item-based number word associations may contribute to developing a generalized number-quantity mapping.
  • The structure mapping between counting and quantity emerges later in development.