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Here, we tested whether children's understanding of this \u201clater\u2010greater\u201d principle originates from associating number words with approximate magnitudes, or if instead it arises from knowledge of successor relations between individual number words. In Experiment 1 (\n                    <jats:italic>N<\/jats:italic>\n                    = 60), we found that children can identify the greater of two small number words (e.g., \u201csix\u201d vs. \u201cten\u201d) based on associative mappings between number words and the ANS but do not rely on such mappings to compare larger numbers (e.g., \u201ctwenty\u2010four\u201d vs. \u201ctwenty\u2010six\u201d). In Experiment 2 (\n                    <jats:italic>N<\/jats:italic>\n                    = 60), we replicate these findings and show that children's knowledge of successor relations between number words predicts later\u2010greater knowledge, while mappings to the ANS do not. We conclude that children's knowledge of successor relations, but not associative mappings to approximate magnitudes, are implicated in learning the later\u2010greater principle.\n                  <\/jats:p>","DOI":"10.1111\/cogs.70267","type":"journal-article","created":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T18:16:05Z","timestamp":1791224165000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["One, Two, Three, Four\u2026 What's More? Successor Relations, not Mappings to Approximate Magnitudes, Support Learning the Later\u2010Greater Principle"],"prefix":"10.1111","volume":"50","author":[{"ORCID":"https:\/\/orcid.org\/0009-0009-3380-165X","authenticated-orcid":false,"given":"Urvi","family":"Maheshwari","sequence":"first","affiliation":[{"name":"Department of Psychology University of California San Diego"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0004-3439-3145","authenticated-orcid":false,"given":"David","family":"Barner","sequence":"additional","affiliation":[{"name":"Department of Psychology University of California San Diego"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,10,5]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0022\u20100965(03)00026\u20102"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0010\u20100277(02)00178\u20106"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.18637\/jss.v067.i01"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0012\u20101649.20.4.607"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1073\/pnas.1201893109"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1162\/001152604772746701"},{"key":"e_1_2_11_8_1","doi-asserted-by":"crossref","DOI":"10.1093\/acprof:oso\/9780195367638.001.0001","volume-title":"The origin of concepts","author":"Carey S.","year":"2009"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.1111\/desc.13246"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cogpsych.2016.11.002"},{"key":"e_1_2_11_11_1","doi-asserted-by":"publisher","DOI":"10.1111\/cogs.12875"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.1037\/0096\u20103445.137.2.243"},{"key":"e_1_2_11_13_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2011.12.013"},{"key":"e_1_2_11_14_1","volume-title":"The Number Sense: How the Mind Creates Mathematics","author":"Dehaene S.","year":"2011"},{"issue":"4","key":"e_1_2_11_15_1","doi-asserted-by":"crossref","first-page":"1149","DOI":"10.3758\/BRM.41.4.1149","article-title":"Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses","volume":"41","author":"Faul F.","year":"2009","journal-title":"Behavior research methods"},{"key":"e_1_2_11_16_1","doi-asserted-by":"publisher","DOI":"10.2307\/1130790"},{"key":"e_1_2_11_17_1","volume-title":"Children's counting and concepts of number","author":"Fuson K. 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