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When children first mark distinctions in language, they may use semantically possible but nonconventional expressions. This can be seen in their initial attempts to express 'more-than-one' in English (conventionally conveyed by use of the plural inflection). We explore children's earliest expressions for 'more-than-one' by (a) examining longitudinal records for references to one vs. several objects, (b) eliciting references to pictures depicting one vs. two, three, or four objects, and (c) eliciting answers to what- vs. how many-questions about two or more objects.
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Clark et al. (2009) studied this question.
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