<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-4832</journal-id>
<journal-title><![CDATA[Acta de investigación psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acta de investigación psicol]]></abbrev-journal-title>
<issn>2007-4832</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-48322018000300025</article-id>
<article-id pub-id-type="doi">10.22201/fpsi.20074719e.2018.3.03</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Cómo Cuentan cuando Cuentan? Cardinalidad en Niños de Preescolar]]></article-title>
<article-title xml:lang="en"><![CDATA[How do They Count? Cardinality in Preschool Children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda Álvarez]]></surname>
<given-names><![CDATA[Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinosa Rodríguez]]></surname>
<given-names><![CDATA[Julio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Rodríguez]]></surname>
<given-names><![CDATA[Florente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero Sánchez]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>8</volume>
<numero>3</numero>
<fpage>25</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-48322018000300025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-48322018000300025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-48322018000300025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los principios de conteo propuestos por Gelman y Gallistel (1978): orden estable, correspondencia biunívoca y cardinalidad, han sido ampliamente estudiados para dar cuenta del conteo. No obstante, la evidencia sobre la propiedad de cardinalidad no siempre se valora mediante un procedimiento válido, además se conoce poco sobre la transición en habilidades de conteo desde temprana edad. Este estudio se diseñó para evaluar el desempeño de infantes en distintas tareas de conteo como una función de la edad, así como comparar la ejecución en las tareas de cardinalidad ¿Cuántos hay? y Dame N cuando se satisface el requisito de niveles más simples de conteo. Participaron 48 niños entre 30 y 54 meses de edad, seleccionados de Centros Escolares de la Ciudad de México. Todos los participantes fueron expuestos a tareas de orden estable y correspondencia biunívoca como requisito para la aplicación de las tareas de cardinalidad &#8220;¿Cuántos hay?&#8221; y &#8220;Dame N&#8221; como fase de prueba de la propiedad de cardinalidad. Los resultados mostraron una ejecución mayor en ¿Cuántos hay? para niños después de los 36 meses, así como una relación lineal positiva entre la ejecución de las tareas y la edad, siendo mayor el nivel de ajuste en el modelo que incluye la ejecución en Dame N como variable predicha. Los datos se discuten en función de la pertinencia de las diferentes tareas en la medición de cardinalidad y se plantea que el desarrollo de habilidades cardinales no necesariamente parte del dominio de propiedades más simples de conteo como única condición.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The counting principles proposed by Gelman and Gallistel (1978): stable order, biunivocal correspondence and cardinality, have been widely studied to account for the count. However, evidence on cardinality ownership is not always assessed by a valid procedure, and little is known about the transition in counting skills from an early age. This study was designed to evaluate the performance of infants in different counting tasks as a function of age, as well as to compare the perfor mance in cardinality tasks How many? and Give N when the requirement of simpler counting levels is satisfied. Participants were 48 children between 30 and 54 months of age, selected from School Centers in Mexico City. All of the participants were exposed to tasks of a stable order, and one-to-one correspondence as a requisite for the application of the cardinality tasks &#8220;How many?&#8221; and &#8220;Give N&#8221; as a test phase of the cardinality property. The results showed a greater execution in How many? in children after 36 months, as well as a positive linear relationship between the execution of tasks and age, with the level of adjustment in the model that includes the performance in Dame N as the predicted variable being higher. Data are discussed according to the pertinence of the different tasks in the measurement of cardinality and it is stated that the development of cardinal abilities does not necessarily part from the domain of simpler properties of counting as the only condition.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Orden estable]]></kwd>
<kwd lng="es"><![CDATA[Correspondencia biunívoca]]></kwd>
<kwd lng="es"><![CDATA[Conteo]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo]]></kwd>
<kwd lng="es"><![CDATA[Infantes]]></kwd>
<kwd lng="en"><![CDATA[Counting]]></kwd>
<kwd lng="en"><![CDATA[Development]]></kwd>
<kwd lng="en"><![CDATA[Stable order]]></kwd>
<kwd lng="en"><![CDATA[One-to-one correspondence]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brannon]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Roitman]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Nonverbal representation of time and number in animals and human infants]]></article-title>
<source><![CDATA[Functional and neural mechanism of interval timing]]></source>
<year>2003</year>
<page-range>143-82</page-range><publisher-loc><![CDATA[New York, NY ]]></publisher-loc>
<publisher-name><![CDATA[CRC Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cankaya]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[LeFevre]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Dunbar]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of number naming systems and numeracy experiences in children&#8217;s rote counting: Evidence from Turkish and Canadian children]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2014</year>
<volume>32</volume>
<page-range>238-45</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Condry]]></surname>
<given-names><![CDATA[K. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Spelke]]></surname>
<given-names><![CDATA[E. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The development of language and abstract concepts: the case of natural number]]></article-title>
<source><![CDATA[Journal of Experimental Psychology: General]]></source>
<year>2008</year>
<volume>137</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>22-38</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fluck]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Henderson]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Counting and cardinality in English nursery pupils]]></article-title>
<source><![CDATA[British Journal of Educational Psychology]]></source>
<year>1996</year>
<volume>66</volume>
<page-range>501-17</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Formoso]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Injoque-Ricle]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Jacubovich]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Barreyro]]></surname>
<given-names><![CDATA[J. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Subitización y conteo: ¿se basa la numeración de pequeñas y grandes cantidades en procesos diferentes?]]></article-title>
<source><![CDATA[Anuario de investigaciones]]></source>
<year>2014</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>253-60</page-range></nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gelman]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A rational-constructivist account of early learning about numbers and objects]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Medin]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
</person-group>
<source><![CDATA[The psychology of learning and motivation. Advances in research theory]]></source>
<year>1993</year>
<page-range>61-96</page-range><publisher-loc><![CDATA[San Diego ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gelman]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Brenneman]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los principios fundamentales pueden sustentar tanto los aprendizajes universales como los específicos de una cultura respecto de lo numérico y de la música]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Hirschfeld]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Gelman]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Cartografía de la mente: la especificidad de dominio en la cognición y en la cultura]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Gedisa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gelman]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Gallistel]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[The child&#8217;s understanding of number]]></source>
<year>1978</year>
<publisher-loc><![CDATA[Cambridge, MA ]]></publisher-loc>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gelman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kalish]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conceptual Development]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Damon]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
<name>
<surname><![CDATA[Lerner]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Handbook of Child Psychology]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Hoboken, New Jersey ]]></publisher-loc>
<publisher-name><![CDATA[J. Wiley]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gelman]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Meck]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Preschooler&#8217;s counting: principles before skill]]></article-title>
<source><![CDATA[Cognition]]></source>
<year>1983</year>
<volume>13</volume>
<page-range>343-60</page-range></nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Le Corre]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Carey]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles]]></article-title>
<source><![CDATA[Cognition]]></source>
<year>2007</year>
<volume>105</volume>
<page-range>395-438</page-range></nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Le Corre]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Van de Walle]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Brannon]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Carey]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Re-visiting the competence/performance debate in the acquisition of the counting principles]]></article-title>
<source><![CDATA[Cognitive Psychology]]></source>
<year>2006</year>
<volume>52</volume>
<page-range>130-69</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LeFevre]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith-Chant]]></surname>
<given-names><![CDATA[B. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Fast]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Skwarchuk]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Sargla]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Arnup]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Kamawar]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2]]></article-title>
<source><![CDATA[Journal of Experimental Child Psychology]]></source>
<year>2006</year>
<volume>93</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>285-303</page-range></nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marcos]]></surname>
<given-names><![CDATA[M. O. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Marcos]]></surname>
<given-names><![CDATA[P. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Montero]]></surname>
<given-names><![CDATA[A. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Crespo]]></surname>
<given-names><![CDATA[C. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Hay algo más que contar sobre las habilidades numéricas de los bebés y los niños?]]></article-title>
<source><![CDATA[Edma 0-6: Educación Matemática en la Infancia]]></source>
<year>2012</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>38-53</page-range></nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McGuire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Kinkie]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Berch]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing Number Sense in Pre-K with Five-Frames]]></article-title>
<source><![CDATA[Early Childhood Education Journal]]></source>
<year>2012</year>
<volume>40</volume>
<page-range>213-22</page-range></nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Petersen]]></surname>
<given-names><![CDATA[L. A.]]></given-names>
</name>
<name>
<surname><![CDATA[McNeil]]></surname>
<given-names><![CDATA[N. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of perceptually rich manipulatives on preschoolers&#8217; counting performance: Established knowledge counts]]></article-title>
<source><![CDATA[Child development]]></source>
<year>2013</year>
<volume>84</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1020-33</page-range></nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sarnecka]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Carey]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How counting represents number: What children must learn and when they learn it]]></article-title>
<source><![CDATA[Cognition]]></source>
<year>2008</year>
<volume>108</volume>
<page-range>662-74</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shaki]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Fischer]]></surname>
<given-names><![CDATA[M. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Göbel]]></surname>
<given-names><![CDATA[S. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Direction counts: A comparative study of spatially directional counting biases in cultures with different reading directions]]></article-title>
<source><![CDATA[Journal of Experimental Child Psychology]]></source>
<year>2012</year>
<volume>112</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>275-81</page-range></nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Skwarchuk]]></surname>
<given-names><![CDATA[S. L.]]></given-names>
</name>
<name>
<surname><![CDATA[LeFevre]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formal and informal home learning activities in relation to children&#8217;s early numeracy and literacy skills: The development of a home numeracy model]]></article-title>
<source><![CDATA[Journal of Experimental Child Psychology]]></source>
<year>2014</year>
<volume>121</volume>
<page-range>63-84</page-range></nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="book">
<collab>Sociedad Mexicana de Psicología</collab>
<source><![CDATA[Código Ético del Psicólogo]]></source>
<year>2007</year>
<publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[Trillas]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stock]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Desoete]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Roeyers]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mastery of the counting principles in toddlers: A crucial step in the development of budding arithmetic abilities?]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2009</year>
<volume>19</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>419-22</page-range></nlm-citation>
</ref>
<ref id="B22">
<label>22</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wynn]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Children&#8217;s understanding of counting]]></article-title>
<source><![CDATA[Cognition]]></source>
<year>1990</year>
<volume>36</volume>
<page-range>155-93</page-range></nlm-citation>
</ref>
<ref id="B23">
<label>23</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Whyte]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Bull]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Number games, magnitude representation, and basic number skills in preschoolers]]></article-title>
<source><![CDATA[Developmental Psychology]]></source>
<year>2008</year>
<volume>44</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>588-96</page-range></nlm-citation>
</ref>
<ref id="B24">
<label>24</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zur]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Gelman]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Doing arithmetic in preschool by predicting and checking]]></article-title>
<source><![CDATA[Early Childhood Quarterly Review]]></source>
<year>2004</year>
<volume>19</volume>
<page-range>121-37</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
