Interpreting conjunctions and numerals at three years: evidence for a common logical operation

Irene Canudas Grabolosa; Elena Pagliarini; Luca Lorenzo Bonatti

doi:10.31219/osf.io/4gwq9_v1

Interpreting conjunctions and numerals at three years: evidence for a common logical operation

Irene Canudas Grabolosa, Elena Pagliarini, Luca Lorenzo Bonatti

Producció científica: Document de treball › Preprint

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Aquest estudi examina la relació entre la conjunció "i" i els termes numèricsen nens de 3 a 4 anys. Termes lògics com "i" estan relacionats amb expressions amb quantificadors, com ara els numerals. Per exemple, "El gat A i el gat B sóna l'estora" implica "Hi ha dos gats a l'estora". Tant "i" com els números poden significar "almenys dos gats" en una lectura bàsica o "exactement dos gats" en una interpretació enriquida. El vincle psicològic entre aquestes interpretacions, però, segueix sent en gran part inexplorat.Basant-nos en la tasca “Give-n”, que avalua la comprensió dels nens de les expressions numèriques, hem creat una tascaparal·lela “Give-and” per estudiar com els nens interpreten les conjuncions, i una tasca de control “Give-or”. En comparar el rendiment dels nens en aquestes tasques i analitzar els seus errors, hem trobat una correlació entre la seva comprensió dels nombres i "i". Aquesta correlació suggereix una operació lògica comuna més enllà de les interpretacions superficials.

Idioma original	Anglès
Nombre de pàgines	23
DOIs	https://doi.org/10.31219/osf.io/4gwq9_v1
Estat de la publicació	Publicada - 21 d’abr. 2025

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title = "Interpreting conjunctions and numerals at three years: evidence for a common logical operation",

abstract = "This study examines the relationship between the conjunction “and” and numerals in children aged 3 to 4 years. Logical terms like “and” are related to expressions with quantifiers, such as numerals. For example, “Cat A and cat B are on the mat” implies “There are two cats on the mat.” Both “and” and numerals can mean “at least two cats” in a basic reading or “exactly two cats” in an enriched interpretation. The psychological link between these interpretations, however, remains largely unexplored. We built on the “Give-n” task, which assesses children{\textquoteright}s understanding of numerical expressions, by creating a parallel “Give-and” task to study how children interpret conjunctions, and a control “Give-or” task. By comparing children{\textquoteright}s performance across these tasks and analyzing their errors, we found a correlation between their understanding of numbers and “and.” This correlation suggests a common logical operation beyond shallow interpretations.",

author = "Grabolosa, {Irene Canudas} and Elena Pagliarini and Bonatti, {Luca Lorenzo}",

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T1 - Interpreting conjunctions and numerals at three years: evidence for a common logical operation

AU - Grabolosa, Irene Canudas

AU - Pagliarini, Elena

AU - Bonatti, Luca Lorenzo

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N2 - This study examines the relationship between the conjunction “and” and numerals in children aged 3 to 4 years. Logical terms like “and” are related to expressions with quantifiers, such as numerals. For example, “Cat A and cat B are on the mat” implies “There are two cats on the mat.” Both “and” and numerals can mean “at least two cats” in a basic reading or “exactly two cats” in an enriched interpretation. The psychological link between these interpretations, however, remains largely unexplored. We built on the “Give-n” task, which assesses children’s understanding of numerical expressions, by creating a parallel “Give-and” task to study how children interpret conjunctions, and a control “Give-or” task. By comparing children’s performance across these tasks and analyzing their errors, we found a correlation between their understanding of numbers and “and.” This correlation suggests a common logical operation beyond shallow interpretations.

AB - This study examines the relationship between the conjunction “and” and numerals in children aged 3 to 4 years. Logical terms like “and” are related to expressions with quantifiers, such as numerals. For example, “Cat A and cat B are on the mat” implies “There are two cats on the mat.” Both “and” and numerals can mean “at least two cats” in a basic reading or “exactly two cats” in an enriched interpretation. The psychological link between these interpretations, however, remains largely unexplored. We built on the “Give-n” task, which assesses children’s understanding of numerical expressions, by creating a parallel “Give-and” task to study how children interpret conjunctions, and a control “Give-or” task. By comparing children’s performance across these tasks and analyzing their errors, we found a correlation between their understanding of numbers and “and.” This correlation suggests a common logical operation beyond shallow interpretations.

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BT - Interpreting conjunctions and numerals at three years: evidence for a common logical operation

ER -

Interpreting conjunctions and numerals at three years: evidence for a common logical operation

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