How counting represents number: What children must learn and when they learn it

Cognition

Volumn 108, Issue 3, 2008, Pages 662-674

  Sarnecka, Barbara W ^a   Carey, Susan ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b HARVARD UNIVERSITY   (United States)

Author keywords

Bootstrapping; Cardinal number; Cardinal principle; Cardinality principle; Cognitive development; Counting; Counting principles; Early childhood education; How many; How to count principles; Integer; Mathematics education; Natural number; Number; Number sequence; Number words; Numbers; Numerals; Positive integers; Preschool; Preschoolers; Successor function; Toddlers; Young children

Indexed keywords

ARTICLE; CHILD; FEMALE; HUMAN; HUMAN EXPERIMENT; INTELLIGENCE; KNOWLEDGE; LEARNING; MALE; MATHEMATICAL COMPUTING; NORMAL HUMAN; PRIORITY JOURNAL; TASK PERFORMANCE;

CHILD, PRESCHOOL; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMANS; MALE; MATHEMATICS; PROBLEM SOLVING; SEMANTICS;

EID: 51449087810     PISSN: 00100277     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.cognition.2008.05.007     Document Type: Article

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