- New
-
Topics
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- Journals
- Submit material
- More
Growth of symbolic number knowledge accelerates after children understand cardinality
Cognition 177 (C):69-78 (2018)
Abstract
This article has no associated abstract. (fix it)Author's Profile
My notes
Similar books and articles
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.
Marvelous Minds: The discovery of what children know.Michael Siegal - 2008 - Oxford University Press.
Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.Felicia W. Chu, Kristy vanMarle & David C. Geary - 2016 - Frontiers in Psychology 7.
On inverse γ-systems and the number of l∞λ- equivalent, non-isomorphic models for λ singular.Saharon Shelah & Pauli Väisänen - 2000 - Journal of Symbolic Logic 65 (1):272 - 284.
Mental Magnitudes and Increments of Mental Magnitudes.Matthew Katz - 2013 - Review of Philosophy and Psychology 4 (4):675-703.
Hanf number of omitting type for simple first-order theories.Saharon Shelah - 1979 - Journal of Symbolic Logic 44 (3):319-324.
Cardinality, Counting, and Equinumerosity.Richard G. Heck - 2000 - Notre Dame Journal of Formal Logic 41 (3):187-209.
Symbolic arithmetic knowledge without instruction.Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke - unknown
The Development of “Most” Comprehension and Its Potential Dependence on Counting Ability in Preschoolers.Len Taing & Jeffrey Lidz - unknown
The amalgamation spectrum.John T. Baldwin, Alexei Kolesnikov & Saharon Shelah - 2009 - Journal of Symbolic Logic 74 (3):914-928.
Children’s understanding of the relationship between addition and subtraction.Elizabeth Spelke & Camilla Gilmore - 2008 - Cognition 107 (3):932-945.
Analytics
Added to PP
2018-04-11
Downloads
20 (#744,405)
6 months
7 (#425,192)
2018-04-11
Downloads
20 (#744,405)
6 months
7 (#425,192)
Historical graph of downloads
Author's Profile
Citations of this work
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.
References found in this work
Core systems of number.Stanislas Dehaene, Elizabeth Spelke & Lisa Feigenson - 2004 - Trends in Cognitive Sciences 8 (7):307-314.
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.
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-7c76586df8-5tf24 uwo