Find in Library

This study investigates numerals acquisition. Different approaches to the problem of how perceived quantities are mapped onto lexical items in the numeral sequence are discussed. A comprehension experiment with 3 and 4-year-olds is reported. The results are compatible with the idea that, even when scalar or approximate interpretations are possible in some contexts, numerals are early identified as preferentially carrying information about exact quantities. This information seems to be crucial in order to understand the acquisition pattern of these elements.