What counts in preschool number knowledge? A Bayes factor analytic approach toward theoretical model development.

Journal of Experimental Child Psychology（2018）

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摘要

•Individual differences in preschool number knowledge likely arise from many sources.•Number-specific abilities appear more important than general cognitive factors.•Count list experience appears to be the most important to explaining differences.

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关键词

Early symbolic number knowledge,Counting,Approximate number system,Numerical cognition,Bayes factor,Executive function

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