How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study. - Wikidata - wikimedia - TriplyDB

How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study.

How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study.

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How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study.

http://www.wikidata.org/entity/Q37112383

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article científic

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article scientifique

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articolo scientifico

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artigo científico

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bilimsel makale

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scientific article published on 21 July 2016

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vedecký článok

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vetenskaplig artikel

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videnskabelig artikel

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vědecký článek

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name

How Parents Read Counting Book ...... fants: An Observational Study.

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How Parents Read Counting Book ...... fants: An Observational Study.

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type

label

How Parents Read Counting Book ...... fants: An Observational Study.

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How Parents Read Counting Book ...... fants: An Observational Study.

@nl

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How Parents Read Counting Book ...... fants: An Observational Study.

@en

How Parents Read Counting Book ...... fants: An Observational Study.

@nl

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FPSYG.2016.01100

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Frontiers in Psychology

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How Parents Read Counting Book ...... fants: An Observational Study.

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Alison Goldstein

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Sara Cordes

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Thomas Cole

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P2860

1 < 2 and 2 < 3: non-linguistic appreciations of numerical order

Learning to count begins in infancy: evidence from 18 month olds' visual preferences

Number sense in infancy predicts mathematical abilities in childhood.

The difficulties of representing continuous extent in infancy: using number is just easier.

The relative salience of discrete and continuous quantity in young infants

Stable individual differences in number discrimination in infancy.

Why are small and large numbers enumerated differently? A limited-capacity preattentive stage in vision.

What counts in the development of young children's number knowledge?

Multiple cues for quantification in infancy: is number one of them?

Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling

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1100

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scholarly article

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10.3389/FPSYG.2016.01100

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7

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2016-07-21T00:00:00Z

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