Skip to main content
Open Access Publications from the University of California

Young children’s number-word knowledge predicts their performance on a nonlinguistic number task

  • Author(s): Negen, James
  • Sarnecka, Barbara W.
  • et al.

The present study investigated the link between number-word learning and changes in the child’s attention and memory for implicit number information. 71 children (ages 2-2 to 4-9) were asked, without number words, to replicate sets of 1 to 4 objects. Children’s performance on the set-replication task was correlated with cardinal number-word knowledge, independent of age, and also independent of target set size (e.g., ‘three’-knowers did better than ‘two’-knowers on all set sizes, not just on sets of 3). Analysis of the children's vocabulary scores suggests that the differences are not due to general language development. Findings suggest that numberword learning is closely tied to the development of nonlinguistic numerical cognition. 


Many UC-authored scholarly publications are freely available on this site because of the UC's open access policies. Let us know how this access is important for you.

Main Content
Current View