Cognitive Foundations of Arithmetic: Evolution and Ontogenisis
暂无分享,去创建一个
[1] Z. Pylyshyn. Visual indexes, preconceptual objects, and situated vision , 2001, Cognition.
[2] E. Spelke,et al. Origins of knowledge. , 1992, Psychological review.
[3] Susan Carey,et al. Beyond object-files and object tracking: infant representations of objects , 2001 .
[4] K. Wynn. Children's acquisition of the number words and the counting system , 1992, Cognitive Psychology.
[5] E. Spelke,et al. Domain-specific knowledge and conceptual change , 1994 .
[6] Stanislas Dehaene,et al. Numerical Transformations in Five-month-old Human Infants. , 1997 .
[7] C. Gallistel,et al. The Child's Understanding of Number , 1979 .
[8] Karen Wynn,et al. Infants' Individuation and Enumeration of Actions , 1996 .
[9] S. Dehaene,et al. The Number Sense: How the Mind Creates Mathematics. , 1998 .
[10] Z W Pylyshyn,et al. Tracking multiple independent targets: evidence for a parallel tracking mechanism. , 1988, Spatial vision.
[11] Karen Wynn,et al. Children's understanding of counting , 1990, Cognition.
[12] D. Kahneman,et al. The reviewing of object files: Object-specific integration of information , 1992, Cognitive Psychology.
[13] B. Scholl,et al. Explaining the infant''s object concept: Beyond the perception/cognition dichotomy , 1999 .
[14] E. Spelke,et al. Large number discrimination in 6-month-old infants , 2000, Cognition.
[15] Brian Butterworth,et al. What Counts: How Every Brain is Hardwired for Math , 1999 .
[16] R. Church,et al. Alternative representations of time, number, and rate , 1990, Cognition.
[17] T. Simon,et al. Reconceptualizing the Origins of Number Knowledge: A "Non-Numerical" Account , 1997 .
[18] K. Swartz,et al. Serial learning by rhesus monkeys: I. Acquisition and retention of multiple four-item lists. , 1991, Journal of experimental psychology. Animal behavior processes.
[19] P. Cavanagh,et al. The Spatial Resolution of Visual Attention , 2001, Cognitive Psychology.
[20] Jacques Mehler,et al. How do 4-day-old infants categorize multisyllabic utterances? , 1993 .
[21] J. Piaget. The Child's Conception of Number , 1953 .
[22] Stanislas Dehaene,et al. Neuronal models of cognitive functions , 1989, Cognition.
[23] Karen Wynn,et al. Addition and subtraction by human infants , 1992, Nature.
[24] Susan J. Hespos,et al. Do infants understand simple arithmetic? A replication of Wynn (1992) ☆ , 1995 .
[25] Willard Van Orman Quine,et al. Word and Object , 1960 .
[26] E. Spelke,et al. The construction of large number representations in adults , 2003, Cognition.
[27] K. Fuson. Children's Counting and Concepts of Number , 1987 .
[28] E. Spelke,et al. Science and Core Knowledge , 1996, Philosophy of Science.
[29] S. Carey,et al. Infants’ Metaphysics: The Case of Numerical Identity , 1996, Cognitive Psychology.
[30] P. Cavanagh,et al. Cortical fMRI activation produced by attentive tracking of moving targets. , 1998, Journal of neurophysiology.
[31] R. Church,et al. A mode control model of counting and timing processes. , 1983, Journal of experimental psychology. Animal behavior processes.
[32] P. Starkey,et al. Perception of numbers by human infants. , 1980, Science.
[33] A. Leslie. Mapping the mind: ToMM, ToBY, and Agency: Core architecture and domain specificity , 1994 .
[34] J. Piaget,et al. The Child's Conception of Number , 1953 .
[35] C. Gallistel,et al. Preverbal and verbal counting and computation , 1992, Cognition.
[36] S. Gelman,et al. Mapping the Mind: Domain Specificity In Cognition And Culture , 1994 .
[37] Susan Carey,et al. Spontaneous number representation in semi–free–ranging rhesus monkeys , 2000, Proceedings of the Royal Society of London. Series B: Biological Sciences.
[38] Z. Pylyshyn,et al. Why are small and large numbers enumerated differently? A limited-capacity preattentive stage in vision. , 1994, Psychological review.
[39] C. Gallistel. The organization of learning , 1990 .