Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling
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published proceedings
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Early Childhood Research Quarterly
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Mou, Y. i., Zhang, B. o., Piazza, M., & Hyde, D. C.
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Mou, Yi||Zhang, Bo||Piazza, Manuela||Hyde, Daniel C
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Bi-factor Model
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Cardinal Number
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Give-n Task
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How-many? Task
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Pediatric
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