Number sense in infancy predicts mathematical abilities in childhood

Proceedings of the National Academy of Sciences of the United States of America

Volumn 110, Issue 45, 2013, Pages 18116-18120

  Starr, Ariel ^a   Libertus, Melissa E ^b,c,d   Brannon, Elizabeth M ^a  

^a DUKE UNIVERSITY   (United States)

^b JOHNS HOPKINS UNIVERSITY   (United States)

^c UNIVERSITY OF PITTSBURGH SCHOOL OF MEDICINE   (United States)

^d UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

Analog magnitudes; Approximate number system; Cognitive development; Mathematical cognition

Indexed keywords

APTITUDE; ARTICLE; CHILD; CHILDHOOD; FEMALE; HUMAN; INFANCY; INFANT; INTELLIGENCE; LANGUAGE; MALE; MATHEMATICS; PRESCHOOL CHILD; PRIORITY JOURNAL; SCORING SYSTEM;

ANALOG MAGNITUDES; APPROXIMATE NUMBER SYSTEM; COGNITIVE DEVELOPMENT; MATHEMATICAL COGNITION;

CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; CROSS-SECTIONAL STUDIES; DISCRIMINATION (PSYCHOLOGY); EDUCATIONAL MEASUREMENT; HUMANS; INFANT; MATHEMATICS;

EID: 84887274167     PISSN: 00278424     EISSN: 10916490     Source Type: Journal    
DOI: 10.1073/pnas.1302751110     Document Type: Article

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