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Rochel Gelman [16]Rochelle Gelman [1]
  1.  46
    Preverbal and Verbal Counting and Computation.C. R. Gallistel & Rochel Gelman - 1992 - Cognition 44 (1-2):43-74.
  2.  50
    First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate‐Inanimate Distinction as Examples.Rochel Gelman - 1990 - Cognitive Science 14 (1):79-106.
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  3.  47
    Non-Verbal Numerical Cognition: From Reals to Integers.C. R. Gallistel & Rochel Gelman - 2000 - Trends in Cognitive Sciences 4 (2):59-65.
  4.  36
    Numerical Abstraction by Human Infants.Prentice Starkey, Elizabeth S. Spelke & Rochel Gelman - 1990 - Cognition 36 (2):97-127.
  5. The Generative Basis of Natural Number Concepts.Alan M. Leslie, Rochel Gelman & C. R. Gallistel - 2008 - Trends in Cognitive Sciences 12 (6):213-218.
    Number concepts must support arithmetic inference. Using this principle, it can be argued that the integer concept of exactly ONE is a necessary part of the psychological foundations of number, as is the notion of the exact equality - that is, perfect substitutability. The inability to support reasoning involving exact equality is a shortcoming in current theories about the development of numerical reasoning. A simple innate basis for the natural number concepts can be proposed that embodies the arithmetic principle, supports (...)
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  6.  90
    Number and Language: How Are They Related?Rochel Gelman & Brian Butterworth - 2005 - Trends in Cognitive Sciences 9 (1):6-10.
  7.  9
    Structural Constraints on Cognitive Development: Introduction to a Special Issue of Cognitive Science.Rochel Gelman - 1990 - Cognitive Science 14 (1):3-9.
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  8.  23
    Preschoolers' Counting: Principles Before Skill.Rochel Gelman & Elizabeth Meck - 1983 - Cognition 13 (3):343-359.
  9.  20
    Questions for Future Research.Rochel Gelman & Brian Butterworth - 2005 - Trends in Cognitive Sciences 9 (1):6-10.
  10.  20
    Language in the Two-Year Old.Susan Goldin-Meadow, Martin E. P. Seligman & Rochel Gelman - 1976 - Cognition 4 (2):189-202.
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  11.  12
    The What and How of Counting.C. R. Gallistel & Rochel Gelman - 1990 - Cognition 34 (2):197-199.
  12. CR Gallistel Rochel Gelman.Rochel Gelman - 2005 - In K. Holyoak & B. Morrison (eds.), The Cambridge Handbook of Thinking and Reasoning. Cambridge University Press. pp. 559.
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  13. Role of Learning in Cognitive Development.Rochel Gelman & Joan Lucariello - 2002 - In J. Wixted & H. Pashler (eds.), Stevens' Handbook of Experimental Psychology. Wiley.
  14.  22
    The Case for Continuity.Rochel Gelman - 2011 - Behavioral and Brain Sciences 34 (3):127-128.
    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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  15.  86
    Counting and Arithmetic Principles First.Rochel Gelman - 2008 - Behavioral and Brain Sciences 31 (6):653-654.
    The meaning and function of counting are subservient to the arithmetic principles of ordering, addition, and subtraction for positive cardinal values. Beginning language learners can take advantage of their nonverbal knowledge of counting and arithmetic principles to acquire sufficient knowledge of their initial verbal instantiations and move onto a relevant learning path to assimilate input for more advanced, abstract understandings.
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  16. Beyond Syntax: The Influence of Conversational Constraints on Speech Modifications.Marilyn Shatz & Rochelle Gelman - 1977 - In Catherine E. Snow & Charles A. Ferguson (eds.), Talking to Children. Cambridge University Press. pp. 189--198.
     
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  17.  13
    Toward a Comparative Psychology of Number.Prentice Starkey, Elizabeth S. Spelke & Rochel Gelman - 1991 - Cognition 39 (2):171-172.