Do infants understand simple arithmetic? A replication of Wynn (1992)

Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study

“…As some researchers assume, this implies that infants can already differentiate between discrete quantities (see Antell & Keating, 1983;Bijeljac-Babic, Bertoncini, & Mehler, 1993;Huntley-Fenner & Cannon, 2000;Starkey & Cooper, 1980;Wynn, 1992; for large numerosities: Xu, Spelke, & Goddard, 2005). Others believe that infants only differentiate between the spatial extent of quantities but not between discrete amounts (see Clearfield & Mix, 1999Feigenson, Carey, & Spelke, 2002;Mix, Huttenlocher, & Levine, 1996Rousselle, Palmers, & Noël, 2004;Simon, Hespos, & Rochat, 1995; for small numerosities: Xu, Spelke, & Goddard, 2005). As indicated by the first level of the theoretical model, we assume that children are at least able to differentiate between indiscrete amounts (quantity discrimination).…”

Subitizing or counting as possible screening variables for learning disabilities in mathematics education or learning?

“…It was shown that infants are able to add and subtract small numbers. In the study by Simon, Hespos and Rochat (1995) children expected to see two horses but got to see i.e. one horse and a frog etc.…”

Numerical Cognition: Age-Related Differences in the Speed of Executing Biologically Primary and Biologically Secondary Processes

“…It appears that human infants, preverbal children, and even the common chimpanzee (Pan troglodytes) are able to add and subtract items from sets of up to three (sometimes four) items (Boysen & Berntson, 1989;Simon, Hespos, & Rochat, 1995;Starkey, 1992;Wynn, 1992). Although this primary knowledge almost certainly provides the initial framework for the school-based learning of simple addition and subtraction, most of the formal arithmetic skills learned in school appear to be biologically secondary (Geary, 1994).…”