{"pk":27851,"title":"Evidence of Partial Number Word Knowledge on the Give-N Task","subtitle":null,"abstract":"The most common measure of number word development isthe give-N task. Traditionally, to receive credit forunderstanding a number, N, children must understand that Ndoes not apply to other set sizes (e.g., a child who providesthree when asked for “three” but also when asked for “four”would not be credited with knowing “three”). We hypothesizedthat such performance may reveal a transitional knowledgestate that marks children who are ready to progress to the nextknower level. An analysis of six previous studies (N = 200)revealed that two, three, and four knowers flagged as havingpartial knowledge of N+1 at pretest outperformed those withno such knowledge on the give-N task at posttest. Resultssupport the idea of graded representations (Munakata, 2001) innumber word development and suggest the traditionalapproach to coding the give-N task may not completely capturechildren’s knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Give-N"},{"word":"Cardinality"},{"word":"Counting"},{"word":"Partial knowledge"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8gn5m93t","frozenauthors":[{"first_name":"Connor","middle_name":"D","last_name":"O'Rear","name_suffix":"","institution":"Notre Dame","department":""},{"first_name":"Nicole","middle_name":"M","last_name":"McNeil","name_suffix":"","institution":"Notre Dame","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Kirkland","name_suffix":"","institution":"Notre Dame","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T18:00:00Z","render_galley":null,"galleys":[]}