An association between understanding cardinality and analog magnitude representations in preschoolers

Cognition

Volumn 119, Issue 1, 2011, Pages 10-22

  Wagner, Jennifer B ^a   Johnson, Susan C ^b  

^a BOSTON CHILDREN S HOSPITAL   (United States)

^b OHIO STATE UNIVERSITY   (United States)

Author keywords

Cardinality; Counting; Number representation; Numerical cognition

Indexed keywords

ACCURACY; ARTICLE; CHILD; CLINICAL ARTICLE; COGNITION; DEPTH PERCEPTION; HUMAN; MOTOR PERFORMANCE; PRESCHOOL CHILD; PRIORITY JOURNAL; SYMBOLISM; THINKING; VERBAL COMMUNICATION; VERBALIZATION;

CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; CONCEPT FORMATION; HUMANS; PHOTIC STIMULATION;

EID: 79951942501     PISSN: 00100277     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.cognition.2010.11.014     Document Type: Article

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