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The Journal of General Psychology Volume 88, 1973 - Issue 2
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Original Articles

Mathematical and Behavioral Foundations of Number

Charles J. Brainerd Center for Advanced Study in Theoretical Psychology, University of Alberta, Canada
Pages 221-281 | Received 29 Aug 1972, Published online: 06 Jul 2010

Citations (26)

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Read on this site (5)

MerrileeH. Salmon. (1993) Mathematics and culture. Reviews in Anthropology 22:2, pages 103-113.
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Harry Daniels. (1990) Number Competence and Communication Difficulty: a Vygotskian analysis. Educational Studies 16:1, pages 49-59.
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Johannes Kingma. (1984) A Comparison of Four Methods of Scaling for the Acquisition of Early Number Concept. The Journal of General Psychology 110:1, pages 23-45.
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Richard Cowan. (1982) Children's Perception of Length. Educational Psychology 2:1, pages 73-77.
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CharlesJ. Brainerd & Michele Fraser. (1975) A Further Test of the Ordinal Theory of Number Development. The Journal of Genetic Psychology 127:1, pages 21-33.
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Articles from other publishers (21)

Abbebe Kifleyesus. (2009) Jeberti Women Traders’Innumeracy. L'Homme:189, pages 49-80.
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Kevin F. Miller. 1992. The Nature and Origins of Mathematical Skills. The Nature and Origins of Mathematical Skills 3 38 .
Robert B. Williams. (2016) Relations among Tasks Assessing Young Children's Number Concepts. Perceptual and Motor Skills 72:3, pages 1031-1038.
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Charlotte Avesar & Donald J. Dickerson. (1987) Children's judgments of relative number by one-to-one correspondence: A planning perspective. Journal of Experimental Child Psychology 44:2, pages 236-254.
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Richard Cowan. (1987) When do children trust counting as a basis for relative number judgments?. Journal of Experimental Child Psychology 43:3, pages 328-345.
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Richard Cowan. (1984) Children's relative number judgments: One-to-one correspondence, recognition of noncorrespondence, and the influence of cue conflict. Journal of Experimental Child Psychology 38:3, pages 515-532.
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Charles J. Brainerd. (1983) Young Children's Mental Arithmetic Errors: A Working-Memory Analysis. Child Development 54:4, pages 812-830.
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Karen C. Fuson, Walter G. Secada & James W. Hall. (1983) Matching, Counting, and Conservation of Numerical Equivalence. Child Development 54:1, pages 91-97.
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Charles J. Brainerd. 1983. Recent Advances in Cognitive-Developmental Theory. Recent Advances in Cognitive-Developmental Theory 167 236 .
J. Kingma & U. Roelinga. (2016) Cardinal Equivalence of Small Number in Young Children. Perceptual and Motor Skills 54:3_suppl, pages 1023-1037.
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Linda S. Siegel. 1982. Children’s Logical and Mathematical Cognition. Children’s Logical and Mathematical Cognition 123 155 .
William B. Leonhart. (2016) Research on Teaching Prearithmetic Skills: An Evaluative Review from a Behavioral Perspective. Journal of Special Education Technology 4:1, pages 5-14.
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Rosemary A. Swanson & Ronald W. Henderson. (1979) Induction of a concrete operational concept through televised modeling: Evidence and speculation on mediational processes. Contemporary Educational Psychology 4:3, pages 202-210.
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Wesley Jamison & Jeffrey L. Dansky. (1979) Identifying Developmental Prerequisities of Cognitive Acquisitions. Child Development 50:2, pages 449-454.
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Jennifer Shotwell. (1979) Counting steps. New Directions for Child and Adolescent Development 1979:3, pages 85-96.
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R. J. Russac. (1978) The Relation between Two Strategies of Cardinal Number: Correspondence and Counting. Child Development 49:3, pages 728-735.
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Charles J. Brainerd. (1977) Response Criteria in Concept Development Research. Child Development 48:2, pages 360-366.
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Robert Williams. (2016) Note on an Alternative to Brainerd's Procedures for Observing the Developmental Sequence of Ordination before Cardination in Development of Number Concept. Psychological Reports 38:3_suppl, pages 1058-1058.
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Charles J. Brainerd. (2016) Debate: Structures-of-the-Whole and Elementary Education. American Educational Research Journal 12:3, pages 369-378.
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Charles J Brainerd. (1974) Inducing ordinal and cardinal representations of the first five natural numbers. Journal of Experimental Child Psychology 18:3, pages 520-534.
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Charles J. Brainerd. (1974) Training and Transfer of Transitivity, Conservation, and Class Inclusion of Length. Child Development 45:2, pages 324-334.
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