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Six does not just mean a lot: preschoolers see number words as specific
Cognition 92 (3):329-352 (2004)
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Citations of 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.
Non-symbolic arithmetic in adults and young children.Hilary Barth, Kristen La Mont, Jennifer Lipton, Stanislas Dehaene, Nancy Kanwisher & Elizabeth Spelke - 2006 - Cognition 98 (3):199-222.
On What Ground Do Thin Objects Exist? In Search of the Cognitive Foundation of Number Concepts.Markus Pantsar - 2023 - Theoria 89 (3):298-313.
References found in this work
The Number Sense: How the Mind Creates Mathematics.Stanislas Dehaene - 1999 - British Journal of Educational Studies 47 (2):201-203.
Large number discrimination in 6-month-old infants.Fei Xu & Elizabeth S. Spelke - 2000 - Cognition 74 (1):1-11.
Cognitive Foundations of Arithmetic: Evolution and Ontogenisis.Susan Carey - 2002 - Mind and Language 16 (1):37-55.
Language and number: a bilingual training study.Elizabeth S. Spelke - 2001 - Cognition 78 (1):45-88.
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