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.

DOI: https://doi.org/10.1017/S0140525X08005773

Abstract

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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About

• Item ORO ID
• 27292
• Item Type
• Journal Item
• ISSN
• 1469-1825
• Keywords
• acquisition of natural numbers; mathematical concepts; representations of mathematics; theories of mathematical cognition
• Academic Unit or School
• Faculty of Science, Technology, Engineering and Mathematics (STEM) > Life, Health and Chemical Sciences
  Faculty of Science, Technology, Engineering and Mathematics (STEM)
• Copyright Holders
• © 2008 Cambridge University Press
• Depositing User
• Antonio Martins-Mourao