On the problems of being more or less the same

Sixty children aged 2–3 to 5-2 were given four quantity tasks which tested their understanding of more and same. Two tasks involved addition, two involved judgment of static quantities. One of each type of task required a manipulative response, and one of each required a yes/no judgment. The tasks involved judgments of equality and inequality. Tasks involving a manipulative response were significantly easier than those involving a yes/no judgment, indicating that the nature of the response required of the child is crucial. All other differences were negligible, indicating that the other task variables investigated do not affect the child's ability to respond correctly. The ability to make accurate responses was not strongly associated with counting ability. There was a significant difference in the children's counting responses depending on the method used to elicit it.