- An association between understanding cardinality and analog magnitude representations in preschoolers.Jennifer B. Wagner & Susan C. Johnson - 2011 - Cognition 119 (1):10-22.details
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Connecting numbers to discrete quantification: A step in the child’s construction of integer concepts.Emily Slusser, Annie Ditta & Barbara Sarnecka - 2013 - Cognition 129 (1):31-41.details
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A partial defense of intuition on naturalist grounds.Joseph Shieber - 2012 - Synthese 187 (2):321-341.details
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Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle.Francesco Sella, Ilaria Berteletti, Daniela Lucangeli & Marco Zorzi - 2017 - Cognition 158 (C):56-67.details
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Counting and the ontogenetic origins of exact equality.Rose M. Schneider, Erik Brockbank, Roman Feiman & David Barner - 2022 - Cognition 218 (C):104952.details
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The Idea of an Exact Number: Children's Understanding of Cardinality and Equinumerosity.Barbara W. Sarnecka & Charles E. Wright - 2013 - Cognitive Science 37 (8):1493-1506.details
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Seven does not mean natural number, and children know more than you think.Barbara W. Sarnecka - 2008 - Behavioral and Brain Sciences 31 (6):668-669.details
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Learning to represent exact numbers.Barbara W. Sarnecka - 2015 - Synthese 198 (Suppl 5):1001-1018.details
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How counting represents number: What children must learn and when they learn it.Barbara W. Sarnecka & Susan Carey - 2008 - Cognition 108 (3):662-674.details
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Beyond the Two-Clause Sentence: Acquisition of Clause Chaining in Six Languages.Hannah S. Sarvasy & Soonja Choi - 2020 - Frontiers in Psychology 11.details
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Considering digits in a current model of numerical development.Stephanie Roesch & Korbinian Moeller - 2014 - Frontiers in Human Neuroscience 8.details
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From numerical concepts to concepts of number.Lance J. Rips, Amber Bloomfield & Jennifer Asmuth - 2008 - Behavioral and Brain Sciences 31 (6):623-642.details
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Differential Development of Children’s Understanding of the Cardinality of Small Numbers and Zero.Silvia Pixner, Verena Dresen & Korbinian Moeller - 2018 - Frontiers in Psychology 9.details
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Bootstrapping in a language of thought: A formal model of numerical concept learning.Steven T. Piantadosi, Joshua B. Tenenbaum & Noah D. Goodman - 2012 - Cognition 123 (2):199-217.details
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Bootstrapping of integer concepts: the stronger deviant-interpretation challenge.Markus Pantsar - 2021 - Synthese 199 (3-4):5791-5814.details
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Children’s mappings between number words and the approximate number system.Darko Odic, Mathieu Le Corre & Justin Halberda - 2015 - Cognition 138 (C):102-121.details
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Don't throw the baby out with the math water: Why discounting the developmental foundations of early numeracy is premature and unnecessary.Kevin Muldoon, Charlie Lewis & Norman Freeman - 2008 - Behavioral and Brain Sciences 31 (6):663-664.details
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Assessing the knower-level framework: How reliable is the Give-a-Number task?Elisabeth Marchand, Jarrett T. Lovelett, Kelly Kendro & David Barner - 2022 - Cognition 222 (C):104998.details
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Why the verbal counting principles are constructed out of representations of small sets of individuals: A reply to Gallistel.Mathieu Le Corre & Susan Carey - 2008 - Cognition 107 (2):650-662.details
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Assessing abstract thought and its relation to language with a new nonverbal paradigm: Evidence from aphasia.Peter Langland-Hassan, Frank R. Faries, Maxwell Gatyas, Aimee Dietz & Michael J. Richardson - 2021 - Cognition 211 (C):104622.details
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Indexed Natural Numbers in Mind: A Formal Model of the Basic Mature Number Competence. [REVIEW]Wojciech Krysztofiak - 2012 - Axiomathes 22 (4):433-456.details
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Mental Magnitudes and Increments of Mental Magnitudes.Matthew Katz - 2013 - Review of Philosophy and Psychology 4 (4):675-703.details
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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.details
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Exact equality and successor function: Two key concepts on the path towards understanding exact numbers.Véronique Izard, Pierre Pica, Elizabeth S. Spelke & Stanislas Dehaene - 2008 - Philosophical Psychology 21 (4):491 – 505.details
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The Faculty of Language Integrates the Two Core Systems of Number.Ken Hiraiwa - 2017 - Frontiers in Psychology 8.details
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The plural counts: Inconsistent grammatical number hinders numerical development in preschoolers — A cross-linguistic study.Maciej Haman, Katarzyna Lipowska, Mojtaba Soltanlou, Krzysztof Cipora, Frank Domahs & Hans-Christoph Nuerk - 2023 - Cognition 235 (C):105383.details
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What we count dictates how we count: A tale of two encodings.Hippolyte Gros, Jean-Pierre Thibaut & Emmanuel Sander - 2021 - Cognition 212 (C):104665.details
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Contrast and entailment: Abstract logical relations constrain how 2- and 3-year-old children interpret unknown numbers.Roman Feiman, Joshua K. Hartshorne & David Barner - 2019 - Cognition 183 (C):192-207.details
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Quantity Recognition Among Speakers of an Anumeric Language.Caleb Everett & Keren Madora - 2012 - Cognitive Science 36 (1):130-141.details
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Does learning to count involve a semantic induction?Kathryn Davidson, Kortney Eng & David Barner - 2012 - Cognition 123 (1):162-173.details
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Beyond the icon: Core cognition and the bounds of perception.Sam Clarke - 2022 - Mind and Language 37 (1):94-113.details
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Fodor on global cognition and scientific inference.Sheldon Chow - 2016 - Philosophical Psychology 29 (2):157-178.details
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Number words in young children’s conceptual and procedural knowledge of addition, subtraction and inversion.Katherine H. Canobi & Narelle E. Bethune - 2008 - Cognition 108 (3):675-686.details
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Do mental magnitudes form part of the foundation for natural number concepts? Don't count them out yet.Hilary Barth - 2008 - Behavioral and Brain Sciences 31 (6):644-645.details
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Accessing the unsaid: The role of scalar alternatives in children’s pragmatic inference.David Barner, Neon Brooks & Alan Bale - 2011 - Cognition 118 (1):84-93.details
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Heuristics, Concepts, and Cognitive Architecture: Toward Understanding How The Mind Works.Sheldon J. Chow - unknowndetails
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Young children's number-word knowledge predicts their performance on a nonlinguistic number task.James Negen & Barbara W. Sarnecka - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. pp. 2998--3003.details
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