Monolingual English‐speaking preschool children tend to process number gestures as unanalyzed wholes rather than use the one‐to‐one
(finger‐to‐quantity) correspondence. By school age, however, children can use the one‐to‐one correspondence. The purpose of
the present studies was to test whether children learn one‐to‐one correspondence through exposure to a variety of finger configurations
to convey a single quantity. In…