Six does not just mean a lot: preschoolers see number words as specific.
about
One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principlesAcquisition of generic noun phrases in Chinese: learning about lions without an '-s'Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality.Exact Equality and Successor Function: Two Key Concepts on the Path towards understanding Exact Numbers.An Excel sheet for inferring children's number-knower levels from give-N data.Find the picture of eight turtles: a link between children's counting and their knowledge of number word semantics.Levels of number knowledge during early childhood.Young children's interpretation of multidigit number names: from emerging competence to masteryFrom grammatical number to exact numbers: early meanings of 'one', 'two', and 'three' in English, Russian, and JapaneseThe Role of Cardinality in the Interpretation of Measurement Expressions.Connecting numbers to discrete quantification: a step in the child's construction of integer concepts.The idea of an exact number: children's understanding of cardinality and equinumerosityKindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2years earlier.Children acquire the later-greater principle after the cardinal principle.A Model of Knower-Level Behavior in Number-Concept Development.Concept Innateness, Concept Continuity, and Bootstrapping.Quantity recognition among speakers of an anumeric language.Children's learning of number words in an indigenous farming-foraging group.Mastery of the logic of natural numbers is not the result of mastery of counting: evidence from late counters.
P2860
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P2860
Six does not just mean a lot: preschoolers see number words as specific.
description
2004 nî lūn-bûn
@nan
2004 թուականի Յուլիսին հրատարակուած գիտական յօդուած
@hyw
2004 թվականի հուլիսին հրատարակված գիտական հոդված
@hy
2004年の論文
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2004年論文
@yue
2004年論文
@zh-hant
2004年論文
@zh-hk
2004年論文
@zh-mo
2004年論文
@zh-tw
2004年论文
@wuu
name
Six does not just mean a lot: preschoolers see number words as specific.
@ast
Six does not just mean a lot: preschoolers see number words as specific.
@en
type
label
Six does not just mean a lot: preschoolers see number words as specific.
@ast
Six does not just mean a lot: preschoolers see number words as specific.
@en
prefLabel
Six does not just mean a lot: preschoolers see number words as specific.
@ast
Six does not just mean a lot: preschoolers see number words as specific.
@en
P2860
P1433
P1476
Six does not just mean a lot: preschoolers see number words as specific.
@en
P2093
Barbara W Sarnecka
P2860
P304
P356
10.1016/J.COGNITION.2003.10.001
P50
P577
2004-07-01T00:00:00Z