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Specific and general underpinnings to number; parallel development

Martins-Mourao, Antonio and Karmiloff-Smith, Annette (2008). 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.

Item Type: Journal Item
Copyright Holders: 2008 Cambridge University Press
ISSN: 1469-1825
Keywords: acquisition of natural numbers; mathematical concepts; representations of mathematics; theories of mathematical cognition
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Life, Health and Chemical Sciences
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Item ID: 27292
Depositing User: Antonio Martins-Mourao
Date Deposited: 25 Jan 2011 11:32
Last Modified: 02 May 2018 13:26
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