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Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle
Cognition 158 (C):56-67 (2017)
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Citations of this work
Deconstructing spatial-numerical associations.Samuel Shaki & Martin H. Fischer - 2018 - Cognition 175 (C):109-113.
Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering.Elizabet Spaepen, Elizabeth A. Gunderson, Dominic Gibson, Susan Goldin-Meadow & Susan C. Levine - 2018 - Cognition 180 (C):59-81.
The knowledge of the preceding number reveals a mature understanding of the number sequence.Francesco Sella & Daniela Lucangeli - 2020 - Cognition 194 (C):104104.
Spatial and Verbal Routes to Number Comparison in Young Children.Francesco Sella, Daniela Lucangeli & Marco Zorzi - 2018 - Frontiers in Psychology 9.
The integration of symbolic and non-symbolic representations of exact quantity in preschool children.Carolina Jiménez Lira, Miranda Carver, Heather Douglas & Jo-Anne LeFevre - 2017 - Cognition 166 (C):382-397.
References found in this work
One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles.Mathieu Le Corre & Susan Carey - 2007 - Cognition 105 (2):395-438.
How counting represents number: What children must learn and when they learn it.Barbara W. Sarnecka & Susan Carey - 2008 - Cognition 108 (3):662-674.
Does learning to count involve a semantic induction?Kathryn Davidson, Kortney Eng & David Barner - 2012 - Cognition 123 (1):162-173.
Cognitive Foundations of Arithmetic: Evolution and Ontogenisis.Susan Carey - 2002 - Mind and Language 16 (1):37-55.
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