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 research has examined the influence of verbal number word cues on quantity representations in young children. To understand the abstract meaning of a quantity, it is necessary to understand that the number of items in a certain quantity is unchanged, or 'conserved' even when the quantity undergoes a spatial or physical transformation. Piaget developed several tests of children's ability to conserve called 'conservation experiments.' Conservation experiments require children to demonstrate that they understand a specific concept (such as quantity). Piaget demonstrates that young children perform in a characteristic way on these tests. Specifically, Piaget is famous for identifying that young children in the 'pre-operational stage' do not have the ability to conserve (i.e. preserve internally or represent) number until approximately 7 years of age. The current study will examine the influence of verbal number words on quantity representations by examining whether adding a number word cue to a traditional Piaget number conservation task helps young children succeed on this task.