id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
5t34sj15x19	Connor D. O'Rear	Children's Performance Labeling Set Sizes without Counting Mediates the Effect of Counting Practice on Understanding of Cardinality	1904		.txt	text/plain	154	5	29	Increasing children's ability to label set sizes without counting may accelerate development by promoting analogical reasoning (Mix et al., 2012), or it may delay development by decreasing the immediate need for an abstract understanding of cardinality (Piantadosi et al., 2012). Both counting conditions improved understanding of cardinality indirectly by increasing children's ability to label set sizes without counting.	cache/5t34sj15x19.txt	txt/5t34sj15x19.txt