Understanding of exact equality emerges after and builds on symbolic number knowledge

• DOI: 10.31219/osf.io/pur2a_v2
• Publication Date: 2025-04-07T19:47:45Z
• Authors: Chi-Chuan Chen; Daniel C. Hyde
• Keywords: The Symbolic

Establishing whether two sets of objects have the same number turns out to be surprisingly challenging for children even if they some basic word and counting knowledge. Here we study relationship between understanding exact equality symbolic knowledge in preschool (N=208, Age Range=2.89–5.09 years) at various stages acquisition. To do this, gave classic verbal tasks (Give-N, How Many?) comparable but non-verbal set-matching which were asked produce a set that numerically matched target set. We find strong evidence is related equality, both replicating extending recent findings. Specifically, accuracy was better who understood cardinality (i.e., cardinally principle) compared those did not, after accounting age other general cognitive abilities (e.g., executive functions). Furthermore, this effect seen across range sizes tested (1-8), including smaller (1-4) typically thought within limits non-verbally. Finally, performance below ceiling corresponding individual children’s specific level (N) as well preceding quantity (N-1). Together these results suggest comes builds on More broadly, our support emerging view only single, early step towards system.