A first study of the relationship between number-word knowledge and general vocabulary and a second study of the relationship between number-word knowledge and both general and expressive vocabulary, based on data from a total of 59 children, ages 30- through 60-months, and a third study of the relationship between method used for analysis and results, based on a reanalysis of the data with simulated data using the methods from the first two studies and an alternative method
Number-concept acquisition and general vocabulary development
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