A developmental psychologist who studied children’s acquisition of number-word meanings. A seven-month longitudinal study compared what two- and three-year-olds could count with what quantities they understood particular words to denote. This distinction underlies number-word knower level: reciting a counting sequence need not mean understanding the quantities its words represent.[ref]
Children's acquisition of the number words and the counting system by Karen Wynn. 1992, longitudinal counting and number-word tasks
Portrait of Karen Wynn
. Karen Wynn; CC BY-SA 4.0, via Wikimedia Commons. Source.
