{"pk":29432,"title":"Children use one-to-one correspondence to establish equality after learning tocount","subtitle":null,"abstract":"Humans make frequent and powerful use of external symbolsto express number exactly, leading some to question whetherexact number concepts are only available through the acqui-sition of symbolic number systems. Although prior work hasaddressed this longstanding debate on the relationship betweenlanguage and thought in innumerate populations and semi-numerate children, it has frequently produced conflicting re-sults, leaving the origin of exact number concepts unclear.Here, we return to this question by replicating methods pre-viously used to assess exact number knowledge in innumer-ate groups, such as the Pirah ̃a, with a large sample of semi-numerate US toddlers. We replicate previous findings fromboth innumerate cultures and developmental studies showingthat numeracy is linked to the concept of exact number. How-ever, we also find evidence that this knowledge is surprisinglyfragile even amongst numerate children, suggesting that nu-meracy alone does not guarantee a full understanding of exact-ness.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Number; language; cognitive development; con-ceptual development"}],"section":"Numerosity","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6tz180dn","frozenauthors":[{"first_name":"Rose","middle_name":"M.","last_name":"Schneider","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"David","middle_name":"","last_name":"Barner","name_suffix":"","institution":"University of California San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2020-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29432/galley/19292/download/"}]}