Journal article
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...
Expand abstract
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
Access Document
- Files:
-
-
(Accepted manuscript, pdf, 540.2KB)
-
- Publisher copy:
- 10.1016/j.cognition.2016.10.010
Authors
Funding
Bibliographic Details
- 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
Item Description
- Language:
- English
- Keywords:
- Pubs id:
-
pubs:656110
- UUID:
-
uuid:d4123359-3e81-471e-8d4e-df7212dd3bef
- Local pid:
- pubs:656110
- Deposit date:
- 2016-11-24
Terms of use
- Copyright holder:
- © 2016 Elsevier BV All rights reserved
- Copyright date:
- 2016
- Notes:
- © 2016 Elsevier B.V. All rights reserved. This is the author accepted manuscript following peer review version of the article. The final version is available online from Elsevier at: 10.1016/j.cognition.2016.10.010
If you are the owner of this record, you can report an update to it here: Report update to this record