What eye fixation patterns tell us about subitizing.

Differences between the enumeration of very small (1-3) versus larger (4-6) numerosities were examined by investigating where people fixate when they are enumerating different numbers of items. Overall, fixations were more likely to be located in regions of the array that contained target items when the array contained 4 or more targets than when it contained 3 or fewer, a result that is consistent with previous research indicating that the enumeration of very small sets is less dependent on attentional processing than is the enumeration of larger sets. However, both the pattern of fixations across different distractor conditions and an analysis of the temporal course of fixations in the absence of distractors were inconsistent with a dichotomous distinction between pre-attentive and attentional forms of enumeration.

How do people apprehend large numerosities?

People discriminate remarkably well among large numerosities. These discriminations, however, need not entail numerical representation of the quantities being compared. This research evaluated the role of both non-numerical and numerical information in adult judgments of relative numerosity for large-numerosity spatial arrays.

Variability is the norm in performance, but not in beliefs.

Do children have coexisting but contradictory beliefs about things like magic? Some patterns of behavior that seem to reflect contradictory beliefs may stem from children's recognition that their knowledge about events is incomplete and therefore things may occur without them understanding how. In addition, children may hold certain beliefs that are inconsistent with the rest of their knowledge in a way that is very much like the premises of a game of make-believe. These beliefs are recognized to be "not really true" but children act as if they were true under specific circumstances.

Young children's reasoning about many-to-one correspondences.

Young children's understanding of many-to-one correspondence problems was studied to illuminate the developmental transition from additive to multiplicative numerical knowledge. A many-to-one correspondence exists when a fixed number of target objects (greater than 1) is associated with each of a set of referents, as in putting 3 flowers in each of several vases. Two experiments examined effects of a brief training procedure that highlighted the iterative nature of many-to-one mappings.