Graduate studies at Western
|Abstract||Although children take over a year to learn the meanings of the ﬁrst three number words, they eventually master the logic of counting and the meanings of all the words in their count list. Here, we ask whether children’s knowledge applies to number words beyond those they have mastered: Does a child who can only count to 20 infer that number words above ‘twenty’ refer to exact cardinal values? Three experiments provide evidence for this understanding in preschool children. Before beginning formal education or gaining counting skill, children possess a productive symbolic system for representing number. q 2005 Published by Elsevier B.V.|
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