Levels of number knowledge during early childhood.
暂无分享,去创建一个
[1] Elizabeth M Brannon,et al. The development of ordinal numerical knowledge in infancy , 2002, Cognition.
[2] Elizabeth M Brannon,et al. Number bias for the discrimination of large visual sets in infancy , 2004, Cognition.
[3] John R. Platt,et al. Localization of position within a homogeneous behavior chain: Effects of error contingencies , 1971 .
[4] C. Gallistel,et al. The Child's Understanding of Number , 1979 .
[5] S. Carey,et al. The Representations Underlying Infants' Choice of More: Object Files Versus Analog Magnitudes , 2002, Psychological science.
[6] Elizabeth S Spelke,et al. Origins of Number Sense , 2003, Psychological science.
[7] S. Carey,et al. On the limits of infants' quantification of small object arrays , 2005, Cognition.
[8] Susan Carey,et al. Cognitive Foundations of Arithmetic: Evolution and Ontogenisis , 2001 .
[9] Rochel Gelman,et al. Variability signatures distinguish verbal from nonverbal counting for both large and small numbers , 2001, Psychonomic bulletin & review.
[10] Jonathan I. Flombaum,et al. Rhesus monkeys (Macaca mulatta) spontaneously compute addition operations over large numbers , 2005, Cognition.
[11] Vicente Bermejo. Cardinality Development and Counting , 1996 .
[12] Gavin Huntley-Fenner,et al. Children's understanding of number is similar to adults' and rats': numerical estimation by 5–7-year-olds , 2001, Cognition.
[13] Patrice D. Tremoulet,et al. Indexing and the object concept: developing `what' and `where' systems , 1998, Trends in Cognitive Sciences.
[14] Elizabeth M Brannon,et al. Basic Math in Monkeys and College Students , 2007, PLoS biology.
[15] Barbara W. Sarnecka,et al. The development of human conceptual representations , 2006 .
[16] Karen Wynn,et al. Children's understanding of counting , 1990, Cognition.
[17] P. Starkey,et al. Perception of numbers by human infants. , 1980, Science.
[18] Fei Xu,et al. Number sense in human infants. , 2005, Developmental science.
[19] Nancy Kanwisher,et al. Non-symbolic arithmetic in adults and young children , 2006, Cognition.
[20] Benson Schaeffer,et al. Number development in young children , 1974 .
[21] Jamie I. D. Campbell,et al. The Young Numerical Mind: When Does It Count? , 2005 .
[22] Hilary Barth,et al. Abstract number and arithmetic in preschool children. , 2005, Proceedings of the National Academy of Sciences of the United States of America.
[23] Justin N. Wood,et al. Evidence for a non-linguistic distinction between singular and plural sets in rhesus monkeys , 2008, Cognition.
[24] Karen Wynn,et al. Addition and subtraction by human infants , 1992, Nature.
[25] Nancy Kanwisher,et al. Nonsymbolic Arithmetic in Adults and Young Children , 2003 .
[26] K. Wynn. Children's acquisition of the number words and the counting system , 1992, Cognitive Psychology.
[27] The Development of the Number-Word Sequence in the Counting of Three-Year-Olds. , 1983 .
[28] Susan Carey,et al. One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles , 2007, Cognition.
[29] J. Pind. Advances in dyslexia research , 1998, Trends in Cognitive Sciences.
[30] J. G. Wallace,et al. Cognitive development: An information-processing view , 1976 .
[31] Lisa Feigenson,et al. Tracking individuals via object-files: evidence from infants' manual search , 2003 .
[32] E. Spelke,et al. Large number discrimination in 6-month-old infants , 2000, Cognition.
[33] C. Gallistel. The organization of learning , 1990 .
[34] K. Fuson. Children's Counting and Concepts of Number , 1987 .
[35] Jamie I. D. Campbell. Handbook of mathematical cognition , 2004 .
[36] D Frye,et al. Young children's understanding of counting and cardinality. , 1989, Child development.
[37] C. Gallistel,et al. Nonverbal Counting in Humans: The Psychophysics of Number Representation , 1999 .
[38] Susan Carey,et al. Spontaneous representations of small numbers of objects by rhesus macaques: Examinations of content and format , 2003, Cognitive Psychology.
[39] J. Dixon,et al. Journal of Experimental Child Psychology , 2001 .
[40] S. Gelman,et al. Six does not just mean a lot: preschoolers see number words as specific , 2004, Cognition.
[41] Robert S. Siegler,et al. A featural analysis of preschoolers' counting knowledge. , 1984 .
[42] K. Jellinger. Processes of Change in Brain and Cognitive Development Attention and Performance XXI , 2007 .
[43] Elizabeth S Spelke,et al. The development of language and abstract concepts: the case of natural number. , 2008, Journal of experimental psychology. General.
[44] S. Carey,et al. How counting represents number: What children must learn and when they learn it , 2008, Cognition.
[45] S. Dehaene,et al. The Number Sense: How the Mind Creates Mathematics. , 1998 .
[46] R. Church,et al. Simultaneous temporal processing. , 1984, Journal of experimental psychology. Animal behavior processes.
[47] R. Gelman,et al. Young children's numerical competence ** , 1986 .
[48] S E Antell,et al. Perception of numerical invariance in neonates. , 1983, Child development.
[49] G. Forman,et al. Action and thought : from sensorimotor schemes to symbolic operations , 1982 .
[50] R. Siegler,et al. Mechanisms of cognitive development. , 1989, Annual review of psychology.
[51] Barbara W. Sarnecka,et al. From grammatical number to exact numbers: Early meanings of ‘one’, ‘two’, and ‘three’ in English, Russian, and Japanese , 2007, Cognitive Psychology.
[52] K. Wynn,et al. Large-Number Addition and Subtraction by 9-Month-Old Infants , 2004, Psychological science.
[53] M. Riley,et al. Conceptual competence and children's counting , 1984, Cognitive Psychology.
[54] Justin N Wood,et al. Infants' enumeration of actions: numerical discrimination and its signature limits. , 2005, Developmental science.
[55] Susan Carey,et al. What representations might underlie infant numerical knowledge , 1999 .
[56] S. Carey. Bootstrapping & the origin of concepts , 2004, Daedalus.
[57] S. Carey,et al. Re-visiting the competence/performance debate in the acquisition of the counting principles , 2006, Cognitive Psychology.