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Individual differences in numerical abilities in preschoolers.

Abstract:

This study investigated individual differences in different aspects of early number concepts in preschoolers. Eighty 4-year-olds from Oxford nursery classes took part. They were tested on accuracy of counting sets of objects; the cardinal word principle; the order irrelevance principle; and predicting the results of repeated addition and subtraction by 1 from a set of objects. There were marked individual differences for most tasks. Most children were reasonably proficient at counting and 70%...

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Publication status:
Published
Peer review status:
Peer reviewed

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Institution:
University of Oxford
Department:
Oxford, MSD, Experimental Psychology
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Funding agency for:
Dowker, A
Publisher:
John Wiley and Sons, Inc. Publisher's website
Journal:
Developmental science Journal website
Volume:
11
Issue:
5
Pages:
650-654
Publication date:
2008-09-05
DOI:
EISSN:
1467-7687
ISSN:
1363-755X
URN:
uuid:f0028ba7-c32c-4062-b4f7-912b142e26e9
Source identifiers:
313151
Local pid:
pubs:313151

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