Cardinality Principle

The Cardinality Principle is a foundational counting principle in cognitive development that specifies that the final number word reached in a count sequence designates the total number of items in a set, thereby distinguishing it from mere procedural counting by establishing numerical meaning as a measure of set size.

Publications

1.2K

Citations

Authors

Institutions

Publications per year

2017–2026

Variants

Cardinality Principle Of Counting

Parents

Counting Principles

Publications

Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge

David C. Geary, Kristy vanMarle, Felicia W. Chu et al. · Psychological Science · 2017 · 178 citations

Education, Educational Psychology, Mathematics +16

Empirical Adequacy and Ramsification

Jeffrey Ketland · The British Journal for the Philosophy of Science · 2004 · 142 citations

Humanities, Philosophy, Epistemology +7

The Idea of an Exact Number: Children's Understanding of Cardinality and Equinumerosity

Barbara W. Sarnecka, Charles E. Wright · Cognitive Science · 2013 · 111 citations · Full text

Natural Sciences, Mathematics, Mathematics Education +13

Attaching meaning to the number words: contributions of the object tracking and approximate number systems

Kristy vanMarle, Felicia W. Chu, Yi Mou et al. · Developmental Science · 2016 · 84 citations · Full text

Education, Mathematics, Mathematics Education +17

Children acquire the later‐greater principle after the cardinal principle

Mathieu Le Corre · British Journal of Developmental Psychology · 2013 · 73 citations

Education, Psychology, Cognitive Psychology +16

1–5 of 25

Authors

AJ
Arthur J. Baroody
University of Illinois Urbana-Champaign, United States
3 publications · 112 citations
3
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DC
David C. Geary
University of Missouri, United States
2 publications · 262 citations
2
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JN
Jeffrey N. Rouder
University of Missouri, United States
2 publications · 262 citations
2
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KV
Kristy vanMarle
University of Missouri, United States
2 publications · 262 citations
2
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VP
Veena Paliwal
University of West Georgia, United States
2 publications · 85 citations
2
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1–5 of 52

Institutions

1–8 of 30

Venues

Developmental Science
3 publications · 131 citations
3
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Early Childhood Research Quarterly
ECRQ · 2 publications · 62 citations
2
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History and Philosophy of Logic
1 publications · 30 citations
1
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Cognition
1 publications · 63 citations
1
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The British Journal for the Philosophy of Science
1 publications · 142 citations
1
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