1. Brooke McDowell and Yeshim Iqbal

2.  Two Systems of Knowing Numbers Parallel individuation Precisely keeping track of discrete objects “Cracker Study” Analog magnitude Keeping track of approximate representation Ratio identification in infants Feigenson, L., Dehaene, S. and Spelke, E. (2004). Core Systems of Numbers. TRENDS in Cognitive Sciences, 8 (7), 307 - 314

3.  Huang, Spelke and Snedeker (2010)  Diagnosis of Knower-Level Two-Knower Three-Knower Four-Knower / CP-Knower  Training based on Knower-Level Teach Two-Knowers Three Teach Three-Knowers Four No work done with Four-Knowers / CP-Knowers  Results: Two-knowers learned three with familiar animals while three-knowers learned four with novel animals and objects

4.  “ Teaching Ten” - Can we teach CP-knowers to identify an approximation of the number ten?

5. Four Portions  Numeric Elicitation Task  “Give-N” Task  Teaching Ten - Criteria: passing 5/6 or 6/6 in two consecutive practice rounds - Previous Experiment (One Practice Round)  Demonstration and Video Clip (5:46,8:55)

7. -

9. - 3 year old CP-knowers are largely unable to: - Already grasp the approximation of ten - Be taught the approximation of ten - Of the 3 year olds that succeeded at the task: - Precocious - They grasped the approximation of ten before our training was implemented

10.  Testing of Four Year Olds (n=14)  Data analysis pending  Le Corre and Carey (2010)  “Fast Cards” for 4 year olds  More Extensive Training  Dynamic engagement  Counting in practice rounds