摘要：The purpose of this study was to investigate children``s acquisition of cardinality in terms of a framework that isolates two cognitive components,analysis of knowledge and control of processing. The subjects were 30 4-and 5- year-olds who were asked to solve three problems that required an understanding of cardinality. The problems were designed to place different demands on these processing components and examine their involvement in specific problems. The results show the 5-year-olds performed on the tasks than the 4-year-olds and correlastion among scores on the three tasks show that there is no correlation between the tower task assessing control and the two tasks that assessed analysis. The implications of the results are that aspects of symbolic development may be a broadly based process that extends beyond domain-specific boundaries..
