Spatial, Mathematical, and Relational Language

Variations in parent support and spatial language across Typical and Highly Alignable shape puzzles.

Children’s ability to utilize and understand the quantified, “most,” is dependent on whether the stimuli is continuous or discrete and if there is any interfering information.

Children understand magnitude (bigger/smaller, more/less) and ordinal (before/after) vocabulary differently, often performing better and with a less narrow interpretation when utlizing mangnitude vocabulary.

Labeling non-symbolic proportions increases likelihood of matching displays based on proportion as compared to whole number information.