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The effect of verbal number words on a Piaget number conservation task

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A longstanding view in the field of numerical cognition is that young children have the ability to represent quantities (e.g. a set of objects), and that verbal number words (e.g. 'four') are mapped onto these non-verbal quantity representations. Recent work has suggested that the acquisition of number words may actually influence the way that young children conceptualize quantities. To date, no ...

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