Research Highlights1. We test the assumption that subset-knowers lack cardinal principle knowledge in a retrospective video analysis of children's counting errors on the Give-N task.2. We coded children's adherence to or violation of each of the three counting principles: word-object correspondence, stable order, and cardinal principle.3. The stable-order and word-object correspondence principles emerge early, yet children make errors of word-object correspondence throughout the learning process.4. Children understand the cardinal principle before being classified as "cardinal-principle knowers", whose insight lies with coordinating all three counting principles simultaneously.
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