Journal ArticleDOI
Perception of numerical invariance in neonates.
Sue E. Antell,Daniel P. Keating +1 more
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It is argued that the ability to abstract numerical invariance from small-set visual arrays and may be evidence for complex information processing during the first week of life.Abstract:
40 healthy, normal newborn infants were evaluated with reference to their ability to discriminate among visual stimulus arrays consisting of 2 versus 3 or 4 versus 6 black dots. Infants made this discrimination within a habituation/dishabituation paradigm for the small number sets (2 to 3 and 3 to 2) but not for the larger sets (4 to 6 and 6 to 4). We argue that this suggests the ability to abstract numerical invariance from small-set visual arrays and may be evidence for complex information processing during the first week of life.read more
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Adding It Up: Helping Children Learn Mathematics
TL;DR: Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years.
Journal ArticleDOI
Varieties of numerical abilities.
TL;DR: This paper provides a tutorial introduction to numerical cognition, with a review of essential findings and current points of debate, and proposes a triple-code model, which assumes that numbers are mentally manipulated in an arabic, verbal or analogical magnitude code depending on the requested mental operation.
Journal ArticleDOI
Addition and subtraction by human infants.
TL;DR: 5-month-old infants can calculate the results of simple arithmetical operations on small numbers of items, which indicates that infants possess true numerical concepts, and suggests that humans are innately endowed with arathmetical abilities.
Journal ArticleDOI
Large number discrimination in 6-month-old infants.
Fei Xu,Elizabeth S. Spelke +1 more
TL;DR: Six-month-old infants discriminate between large sets of objects on the basis of numerosity when other extraneous variables are controlled, provided that the sets to be discriminated differ by a large ratio.
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Children's understanding of counting
TL;DR: Children learn the meanings of smaller number words before larger ones within their counting range, up to the number three or four, indicating that children learn the cardinal word principle at roughly 3 1/2 years of age.
References
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Journal ArticleDOI
The Child's Understanding of Number
TL;DR: In this paper, the authors focus on the Preschooler and the development of the how-to-count principles, including the counting model, the counting concept, and the Abstraction and Order-Irrelevance Counting Principles.
Book
The child's understanding of number
TL;DR: In this paper, the authors focus on the Preschooler and the development of the how-to-count principles, including the counting model, the counting concept, and the Abstraction and Order-Irrelevance Counting Principles.
Book
Neonatal Behavioral Assessment Scale
TL;DR: This chapter discusses the uses and research uses of the NBAS, as well as some of the myths and misconceptions surrounding its use and its place in modern nursing practice.
Journal ArticleDOI
Perception of numbers by human infants.
TL;DR: This finding indicates that some number capacity is present before the onset of verbal counting, and it suggests that verbal counting may have precursors present during infancy.