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Representation of the cardinality principle: early conception of error in a counterfactual test.

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Representation of the cardinality principle: early conception of error in a counterfactual test. / Freeman, Norman H.; Antonucci, Cristina; Lewis, Charlie.
In: Cognition, Vol. 74, No. 1, 10.01.2000, p. 71-89.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Freeman, NH, Antonucci, C & Lewis, C 2000, 'Representation of the cardinality principle: early conception of error in a counterfactual test.', Cognition, vol. 74, no. 1, pp. 71-89. https://doi.org/10.1016/S0010-0277(99)00064-5

APA

Freeman, N. H., Antonucci, C., & Lewis, C. (2000). Representation of the cardinality principle: early conception of error in a counterfactual test. Cognition, 74(1), 71-89. https://doi.org/10.1016/S0010-0277(99)00064-5

Vancouver

Freeman NH, Antonucci C, Lewis C. Representation of the cardinality principle: early conception of error in a counterfactual test. Cognition. 2000 Jan 10;74(1):71-89. doi: 10.1016/S0010-0277(99)00064-5

Author

Freeman, Norman H. ; Antonucci, Cristina ; Lewis, Charlie. / Representation of the cardinality principle: early conception of error in a counterfactual test. In: Cognition. 2000 ; Vol. 74, No. 1. pp. 71-89.

Bibtex

@article{dfd10f4b9ad6473e9388d61e42fa9914,
title = "Representation of the cardinality principle: early conception of error in a counterfactual test.",
abstract = "There is debate over how the integration of non-verbal quantifying and verbal counting relates to the representation of number principles. A stringent representational test would be one in which a child obeyed a number principle where it ran counter to a characteristic procedure. We devised a test relying on the uniqueness principle for using evidence from a miscount in inferring a counterfactual cardinal number. All the 5-year-olds passed, as did half the preschoolers. Subtests probed associated number-skills. We suggest that a crucial preschool step is to start conceptualising error by categorising relations between counting and miscounting. That step is taken at a similar age to passing a representational theory of mind test but the two were uncorrelated.",
keywords = "Cardinality, Preschool children, Counting, Miscounting, Counterfactual reasoning",
author = "Freeman, {Norman H.} and Cristina Antonucci and Charlie Lewis",
year = "2000",
month = jan,
day = "10",
doi = "10.1016/S0010-0277(99)00064-5",
language = "English",
volume = "74",
pages = "71--89",
journal = "Cognition",
issn = "0010-0277",
publisher = "Elsevier",
number = "1",

}

RIS

TY - JOUR

T1 - Representation of the cardinality principle: early conception of error in a counterfactual test.

AU - Freeman, Norman H.

AU - Antonucci, Cristina

AU - Lewis, Charlie

PY - 2000/1/10

Y1 - 2000/1/10

N2 - There is debate over how the integration of non-verbal quantifying and verbal counting relates to the representation of number principles. A stringent representational test would be one in which a child obeyed a number principle where it ran counter to a characteristic procedure. We devised a test relying on the uniqueness principle for using evidence from a miscount in inferring a counterfactual cardinal number. All the 5-year-olds passed, as did half the preschoolers. Subtests probed associated number-skills. We suggest that a crucial preschool step is to start conceptualising error by categorising relations between counting and miscounting. That step is taken at a similar age to passing a representational theory of mind test but the two were uncorrelated.

AB - There is debate over how the integration of non-verbal quantifying and verbal counting relates to the representation of number principles. A stringent representational test would be one in which a child obeyed a number principle where it ran counter to a characteristic procedure. We devised a test relying on the uniqueness principle for using evidence from a miscount in inferring a counterfactual cardinal number. All the 5-year-olds passed, as did half the preschoolers. Subtests probed associated number-skills. We suggest that a crucial preschool step is to start conceptualising error by categorising relations between counting and miscounting. That step is taken at a similar age to passing a representational theory of mind test but the two were uncorrelated.

KW - Cardinality

KW - Preschool children

KW - Counting

KW - Miscounting

KW - Counterfactual reasoning

U2 - 10.1016/S0010-0277(99)00064-5

DO - 10.1016/S0010-0277(99)00064-5

M3 - Journal article

VL - 74

SP - 71

EP - 89

JO - Cognition

JF - Cognition

SN - 0010-0277

IS - 1

ER -