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Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle

Abstract:

A milestone in numerical development is the acquisition of counting principles which allow children to exactly determine the numerosity of a given set. Moreover, a canonical left-to-right spatial layout for representing numbers also emerges during preschool. These foundational aspects of numerical competence have been extensively studied, but there is sparse knowledge about the interplay between the acquisition of the cardinality principle and spatial mapping of numbers in early numerical dev...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1016/j.cognition.2016.10.010

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Institution:
University of Oxford
Division:
MSD
Department:
Experimental Psychology
Role:
Author
Publisher:
Elsevier Publisher's website
Journal:
Cognition Journal website
Volume:
158
Pages:
56-67
Publication date:
2016-10-24
Acceptance date:
2016-10-17
DOI:
EISSN:
1873-7838
ISSN:
0010-0277
Source identifiers:
656110
Language:
English
Keywords:
Pubs id:
pubs:656110
UUID:
uuid:d4123359-3e81-471e-8d4e-df7212dd3bef
Local pid:
pubs:656110
Deposit date:
2016-11-24

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