Actions may speak louder than words: Comparing methods of assessing children's spontaneous focusing on number.

Abstract Young children vary widely in the extent to which they attend to numerical information in their everyday environments without explicit prompting. This tendency to spontaneously focus on numerosity has been linked to children’s math skills in past work. However, various measures have been used to quantify children’s spontaneous focusing on numerosity (SFON) in previous studies, some of which rely on children’s behavioral responses and others of which rely on verbal responses. Furthermore, these measures are not consistently related to one another or to children’s math skills. In this study, we compared children’s SFON as demonstrated through their behaviors and verbal responses during a set of imitation tasks in a sample of 107 3- and 4-year-olds. We found that children behaviorally demonstrate SFON (e.g., stamping the same number of spikes on a dinosaur as an experimenter) more frequently than they discuss number during the same tasks, but the two indices of SFON were significantly associated when accounting for variability in children’s overall speech. Furthermore, we found that children’s SFON through their actions was significantly predicted by prior math skills, whereas SFON through speech was not. These findings indicate that SFON may be a multifaceted construct, although more work is needed to extend these findings to other common SFON tasks.