However, their research only targeted a small sample of children from the same cultural background. I would like to extend to a cross-cultural sample from actual different countries. If my research supports that of Levine and Huttenlocher, as I predict it to be ramifications include the fact that differences in mathematical ability are likely initiated due to other factors (such as school, teacher, parents) and are not innate. As Levine and Huttenlocher's research shows, abstract mathematical skills emerge as early as 3; verbal mathematical skills emerge later. Differences in mathematical ability (and, by extension, differences in other intellectual abilities) may be a consequence of other factors rather than intrinsic. References

Berger, S.E., & Adolph, K.E. (2003). Infants use handrails as tools in a locomotor task. Developmental Psychology, 39(3), 594-605.

(1999). Development of Phenomenological Consciousness in early childhood Journal of Theoretical and Philosophical Psy. Vol. 19, No. 2, 196-216
Haga, M., Peterson, A.V., & Sigmundson, H. (2007). Interrelationship among selected measures of motor skills Child: care, health and development, 34, 2, 245 -- 248

Harms, W. (1998). Preschoolers show ability to grasp simple mathematics. The Univ. Of Chicago Chronicle, 17.

http://chronicle.uchicago.edu/980611/preschoolers.shtml

Jordan, P.L. & Morton, J.B. (2008) Flankers Facilitate 3-Year-olds' Performance in a Card-Sorting Task Developmental Psychology, Vol. 44, No. 1, 265 -- 274

Meltzoff, R.A., & Markman, E.M. (2008). Prior Experiences and Perceived Efficacy Influence 3-Year-olds' Imitation Developmental Psychology, Vol. 44, No. 1, 275 -- 285