In the current study we investigated performance on the how many (how many?) and give-N tasks. We first investigated the relative performance of three-to-five-year-old children (N = 393; M = 4.75 years, SD = .75 years) on these tasks. Replicating prior work, we found that children performed worse on give-N compared to how many? and this performance gap increased as the set size increased. This performance gap remained even after controlling for children's counting skill. We next conducted a series of confirmatory factor analyses to identify the best fitting factor structure of three tasks that measure children's understanding of set sizes across both small and large sets: a subitizing measure, how many?, and give-N. We found that the best fitting factor structure contained separate factors for each task. This suggests that each measure provides task-specific variance not captured by the other cardinality measures. These results highlight the different aspects of children's understanding of cardinality.

在当前的研究中，我们调查了有多少（多少？）和给定 N任务的表现。我们首先调查了 3 至 5 岁儿童（N  = 393；M  = 4.75 岁，SD  = 0.75 岁）在这些任务上的相对表现。重复之前的工作，我们发现与多少个孩子相比，孩子们在Give-N上的表现更差？并且这种性能差距随着集合大小的增加而增加。即使在控制了儿童的计数技能后，这种表现差距仍然存在。接下来，我们进行了一系列验证性因素分析，以确定三个任务的最佳拟合因素结构，这些任务衡量儿童对小集和大集的集大小的理解：子化度量，有多少？，并给出-N。我们发现最佳拟合因子结构包含每个任务的单独因子。这表明每个度量提供了其他基数度量未捕获的特定于任务的方差。这些结果凸显了儿童对基数理解的不同方面。