Abstract
Cardinal and ordinal counting skills were assessed in 37 mentally retarded adult workers and 42 school children with mental retardation. The major results were the very poor performance of the younger children (essentially at chance beyond the numbers 1 and 2) and the overall marked inferiority in ordinal compared with cardinal counting.
Get full access to this article
View all access options for this article.
References
1.
Brainerd
C. J.
(1979 ) The origins of the number concept . New York : Praeger .
2.
Marx
M. H.
Kim
Y. C.
(in preparation) Discovery of basic ordinality and cardinality by young normal preschoolers.