Return to References: Cardinality factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Give-Number Task: (Negen, Sarnecka, & Lee, 2012)**: A measure to assess knower level during which students are told to give a certain number of items, generally one through six, to a puppet
Bialystok, E., & Codd, J. (1997). Cardinal limits: Evidence from language awareness and bilingualism for developing concepts of number. Cognitive Development, 12, 85–106.
Chu, F. W., & Geary, D. C. (2015). Early numerical foundations of young children's mathematical development. Journal of Experimental Child Psychology, 132, 205–212.
Geary, D. C., & vanMarle, K. (2016). Young children's core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement. Developmental Psychology, 52(12), 2130–2144.
Geary, D. C., vanMarle, K., Chu, F. W., Rouder, J., Hoard, M. K., & Nugent, L. (2018). Early conceptual understanding of cardinality predicts superior school-entry number-system knowledge. Psychological Science, 29(2), 191-205.
Moore, A. M., & Geary, D.C. (2016). Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic two years earlier. Journal of Experimental Child Psychology, 150, 31–47.
Negen, J., & Sarnecka, B.W. (2012). Number-concept acquisition and general vocabulary development. Child Development, 86(3), 2019–2027.
Negen, J., Sarnecka, B.W., & Lee, M. D. (2012). An Excel sheet for inferring children's number-knower levels from give-N data. Behavior Research Methods, 44(1), 57–66.
Sarnecka, B.W., & Carey, S. (2008). How counting represents number : What children must learn and when they learn it. Cognition, 108, 662–674.
Shusterman, A., Slusser, E., Halberda, J., & Odic, D. (2016). Acquisition of the cardinal principle coincides with improvement in approximate number system acuity in preschoolers. PLoS ONE, 11(4), 1–22.
Wagner, J. B., & Johnson, S.C. (2011). An association between understanding cardinality and analog magnitude representations in preschoolers. Cognition, 119(1), 10–22.
Wagner, K., Kimura, K., Cheung, P., & Barner, D. (2015). Why is number word learning hard? Evidence from bilingual learners. Cognitive psychology, 83, 1-21.