Toward exact number: Young children use one-to-one correspondence to measure set identity but not numerical equality

Cognitive Psychology

Volumn 72, Issue , 2014, Pages 27-53

  Izard, Véronique ^a,b   Streri, Arlette ^a   Spelke, Elizabeth S ^b  

^a UNIVERSITÉ PARIS DESCARTES   (France)

^b HARVARD UNIVERSITY   (United States)

Author keywords

Cognitive development; Foundations of the integers; Mathematical cognition; Number concepts; Preschool children

Indexed keywords

CHILD DEVELOPMENT; CONCEPT FORMATION; FEMALE; HUMAN; LEARNING; MATHEMATICS; PRESCHOOL CHILD;

CHILD DEVELOPMENT; CHILD, PRESCHOOL; CONCEPT FORMATION; FEMALE; HUMANS; LEARNING; MATHEMATICS;

EID: 84897884564     PISSN: 00100285     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.cogpsych.2014.01.004     Document Type: Article

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