One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles
about
The Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol-Symbol AssociationsTrajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal SchoolingWhen is four far more than three? Children's generalization of newly acquired number wordsElectrophysiological evidence for the involvement of the approximate number system in preschoolers' processing of spoken number words.Nonsymbolic, approximate arithmetic in children: abstract addition prior to instructionNumber sense across the lifespan as revealed by a massive Internet-based sample.Grammatical morphology as a source of early number word meanings.Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality.Distinct cerebral pathways for object identity and number in human infantsHuman infants' preference for left-to-right oriented increasing numerical sequences.How number-space relationships are assessed before formal schooling: A taxonomy proposalExact Equality and Successor Function: Two Key Concepts on the Path towards understanding Exact Numbers.Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.The Importance of Number Sense to Mathematics Achievement in First and Third Grades.Development of magnitude processing in children with developmental dyscalculia: space, time, and numberPredictive Relation between Early Numerical Competencies and Mathematics Achievement in First Grade Portuguese Children.An Excel sheet for inferring children's number-knower levels from give-N data.Understanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development.What exactly do numbers mean?What counts in the development of young children's number knowledge?Symbolic number abilities predict later approximate number system acuity in preschool children.Neural signatures of number processing in human infants: evidence for two core systems underlying numerical cognitionSpatial and numerical abilities without a complete natural language.Numerical thought with and without words: Evidence from indigenous Australian children.Magnitude representations in Williams syndrome: differential acuity in time, space and number processingFind the picture of eight turtles: a link between children's counting and their knowledge of number word semantics.Number-knower levels in young children: insights from Bayesian modelingLevels of number knowledge during early childhood.Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schoolingPreschoolers' dot enumeration abilities are markers of their arithmetic competence.Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge.Young children's understanding of "more" and discrimination of number and surface area.Building Kindergartners' Number Sense: A Randomized Controlled Study.Young children 'solve for x' using the Approximate Number System.Two systems of non-symbolic numerical cognition.Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model.Young children's interpretation of multidigit number names: from emerging competence to masteryDevelopmental neuroscience of time and number: implications for autism and other neurodevelopmental disabilities.Preschool acuity of the approximate number system correlates with school math ability.Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers
P2860
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P2860
One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles
description
2007 nî lūn-bûn
@nan
2007 թուականի Նոյեմբերին հրատարակուած գիտական յօդուած
@hyw
2007 թվականի նոյեմբերին հրատարակված գիտական հոդված
@hy
2007年の論文
@ja
2007年論文
@yue
2007年論文
@zh-hant
2007年論文
@zh-hk
2007年論文
@zh-mo
2007年論文
@zh-tw
2007年论文
@wuu
name
One, two, three, four, nothing ...... the verbal counting principles
@ast
One, two, three, four, nothing ...... the verbal counting principles
@en
One, two, three, four, nothing ...... the verbal counting principles
@nl
type
label
One, two, three, four, nothing ...... the verbal counting principles
@ast
One, two, three, four, nothing ...... the verbal counting principles
@en
One, two, three, four, nothing ...... the verbal counting principles
@nl
prefLabel
One, two, three, four, nothing ...... the verbal counting principles
@ast
One, two, three, four, nothing ...... the verbal counting principles
@en
One, two, three, four, nothing ...... the verbal counting principles
@nl
P2860
P3181
P1433
P1476
One, two, three, four, nothing ...... the verbal counting principles
@en
P2093
Mathieu Le Corre
Susan Carey
P2860
P304
P3181
P356
10.1016/J.COGNITION.2006.10.005
P407
P577
2007-11-01T00:00:00Z