But it is ok, it is just a small family of puppets!” Then, all the puppets

http://www.selleckchem.com/products/a-1210477.html were put in the box. During that phase, different events occurred with a potential impact on the number of puppets; they are specific to each experiment and will be described below. After this short delay, the experimenter and the child proceeded to wake up the puppets and put them back on the tree. No attempt was made to leave the same branch empty as in the starting configuration. The experimenter helped put the first puppets on the tree, leaving only two branches of the tree empty. She then handed the box to the child asking him/her to find “the rest”. Crucially, at that point, whatever the total number of puppets, there was only one puppet in the box (on trials with more puppets, the experimenter hid the last puppet in her hand), and this puppet was placed in the box such that it should be easy to find. Once given the box, the child reached and found this puppet. The crucial measurement started when the puppet was placed on the tree: the child was given an 8-s time window during which searching LY2109761 cell line in the box was recorded. During the searching

window, the experimenter smiled and looked straight at the child, and intervened only if the child attempted to remove puppets from the tree. After 8 s, the experimenter asked the child a closing question (“Now do we have all the puppets?”) and then provided feedback. For the trials with one fewer puppets than branches, she said, “Yes we do! It is a small family of puppets”; for the other trials, she looked puzzled and reached in the box, sneaking the last puppet back into the box. The child was then invited to go and reach for the last puppet him/herself. After they had participated in four experimental trials, children were given a short version second of the give-N task. This task was intended to ascertain

whether the children had words for exact integers (i.e., whether they were CP-knowers), rather than determine their exact knowledge level for small numbers. Children were presented with 15 rubber fish and a bowl (the “pond”). They were first asked to put 3 fish in the pond. Depending on their success, in the next trial they were asked for N + 1 fish, or for N − 1 fish. If the children failed to give 3, then 2, then 1 fish (generally by compulsively putting all 15 fish in the bowl whatever the request), the method was changed, asking the child to put the fish in the hands of the experimenter, starting from a 1 fish request. Children were classified as subset-knowers once they failed at two requests for a number N (bowl or hands methods, whichever yielded better performance), even if they succeeded at numbers smaller than N. Children were classified as CP-knowers if they successfully gave 3, 4, and 5 fish. 1 The data were video-recorded for later coding.