https://www.selleckchem.com/pr....oducts/pf-07321332.h
Previous research has documented that children count spatiotemporally-distinct partial objects as if they were whole objects. This behavior extends beyond counting to inclusion of partial objects in assessment and comparisons of quantities. Multiple accounts of this performance have been proposed children and adults differ qualitatively in their conceptual representations, children lack the processing skills to immediately individuate entities in a given domain, or children cannot readily access relevant linguistic alternatives for
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