Abstract
Fifty South Korean preschoolers were given ordinality and cardinality problems. None of the 20 children in the two younger groups (mean ages 27 and 33 months) solved either problem. All but one of the 16 39-month-olds and all 14 of the 45-month-olds solved the ordinality problem. The more difficult cardinality problem was solved by only 2 of the 39-month-olds and 9 of the 45-month-olds. There was an interaction among the variables of age, test type, and test order: Problem difficulty did not vary with test order for the 39-month-olds, but the 45-month-olds performed better on the cardinality problem when it occurred first and better on the ordinality problem when it occurred after cardinality.
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An earlier version of this report was presented at the meeting of the Psychonomic Society in Atlanta, GA in November, 1989. We thank the staff and the student participants of the day-care centers used in this study.
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Marx, M.H., Kim, Y.C. Discovery of basic ordinality and cardinality by young preschoolers. Bull. Psychon. Soc. 28, 461–463 (1990). https://doi.org/10.3758/BF03334068
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DOI: https://doi.org/10.3758/BF03334068