Hello,
Here is my abstract and poster pdf!
An important concept is numerical equality-- numerosities are equal if they
are in one-to-one correspondence (Hume, 1739). What do kids know about the
relationship between one-to-one correspondence and equality, and is it
related to their number word meanings acquisition? Piaget (1965) addressed
this through his conservation task and found that kids could not conserve
number until after mastering the count routine. Subsequent work found that
their failures may be due to pragmatic (McGarrigle & Donaldson, 1975) task
demands instead of lack of number knowledge. The age at which kids conserve
has not been resolved or brought into alignment with modern number
acquisition theories (Carey, 2004; Sarnecka & Carey, 2008; Wynn, 1990). Our
study examines when kids understand one-to-one correspondence as the basis
of equality. We tested 80 kids on Piaget’s conservation task and tasks
measuring number knowledge. Kids’ conservation was unrelated to their
number knowledge in Piaget’s conservation task. When we highlighted the
importance of exact number, kids with greater number knowledge’s
performance increased with age, suggesting that pragmatic task demands may
obscure kids’ number knowledge.