The case for continuity

Behavioral and Brain Sciences 34 (3):127-128 (2011)
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Abstract

This article defends a continuity position. Infants can abstract numerosity and young preschool children do respond appropriately to tasks that tap their ability to use a count and cardinal value and/or arithmetic principles. Active use of a nonverbal domain of arithmetic serves to enable the child to find relevant data to build knowledge about the language and use rules of numerosity and quantity

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