Martins-Mourao, Antonio and Karmiloff-Smith, Annette
Specific and general underpinnings to number; parallel development.
Behavioral and Brain Sciences, 31(6) p. 661.
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In this commentary, we outline an epistemological continuum between earlier and later number concepts, showing how empirical findings support the view that specific and general underpinnings to number develop in parallel in children, and raise the question, based on cross-syndrome comparisons in infancy, as to whether exact or approximate number abilities underlie these later skills.
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