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Two experiments examined preschool children's ability to draw inferences about numerosity from correspondences between sets. In Experiment I, 3-and 4-year-old children made numerical inferences about a hidden set from their own counts of a corresponding visible set and also from numerical information about that set stated by the experimenter. Experiment 2 contrasted a count condition with a move condition, in which children's attention was not explicitly drawn to the numerosity of the visible set. Again, children were able to make numerical inferences as early as 3 years of age. However, differences between the 2 conditions implicate production deficiencies in young children's use of counting as a problem-solving strategy when they are not explicitly told to count.

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This study examines the relationship between two types of preschool programmes and children's creativity performance in Hong Kong context using Torrance TCAM measurement. A pretest-intervention-posttest design was adopted. Post-test results showed that children schooled in the play-oriented preschool, and those in the academic-oriented preschool both improved in creativity scores after inquisitive-play or informed-play were added. Post-test results also showed different gender effects. Finally, the dimensions of TCAM which drive the boys' and girls' gain in creativity scores were identified.