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Language Learning and Development Volume 13, 2017 - Issue 2: The Representation of Number: Origins and Development
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Articles

Core Knowledge, Language, and Number

Elizabeth S. SpelkeDepartment of Psychology, Harvard University, Cambridge, Massachusetts, USACorrespondence[email protected]
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Pages 147-170 | Published online: 16 Mar 2017

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Paul T. Cirino, Tammy D. Tolar & Lynn S. Fuchs. (2022) Domain general and specific contributions to algebra: A sequenced longitudinal path model. Contemporary Educational Psychology 68, pages 102026.
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Elizabeth Henning, Lars Balzer, Antje Ehlert & Annemarie Fritz. (2021) Development of an instrument to assess early number concept development in four South African languages. South African Journal of Education 41:4, pages 1-12.
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Daniel C. Hyde, Yi Mou, Ilaria Berteletti, Elizabeth S. Spelke, Stanislas Dehaene & Manuela Piazza. (2021) Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study. PLOS ONE 16:11, pages e0259775.
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Yanchao Bi. (2021) Dual coding of knowledge in the human brain. Trends in Cognitive Sciences 25:10, pages 883-895.
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Hanrie S. Bezuidenhout. (2021) An early grade science, technology, engineering and mathematics dialogue reading programme: The development of a conceptual framework. South African Journal of Childhood Education 11:1.
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Emily Szkudlarek, Joonkoo Park & Elizabeth M. Brannon. (2021) Failure to replicate the benefit of approximate arithmetic training for symbolic arithmetic fluency in adults. Cognition 207, pages 104521.
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Thomas W. Schubert & David J. Grüning. (2021) Proper understanding of grounded procedures of separation needs a dual inheritance approach. Behavioral and Brain Sciences 44.
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Yi Mou, Bo Zhang, Manuela Piazza & Daniel C. Hyde. (2021) Comparing set-to-number and number-to-set measures of cardinal number knowledge in preschool children using latent variable modeling. Early Childhood Research Quarterly 54, pages 125-135.
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Yuan Liang, Lijin Zhang, Chunling Wang & Yujuan Liu. (2020) Performance patterns and strategy use in number line estimation among preschool children with different spontaneous focusing on numerosity tendencies. Infant and Child Development 30:1.
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Hanrie S. Bezuidenhout. (2020) The interface between early numeracy, language and learning environments: Pedagogical implications. South African Journal of Childhood Education 10:1.
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Diego Guerrero, Jihyun Hwang, Brynn Boutin, Tom Roeper & Joonkoo Park. (2020) Is thirty-two three tens and two ones? The embedded structure of cardinal numbers. Cognition 203, pages 104331.
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Elisabeth Marchand, Shirlene Wade, Jessica Sullivan & David Barner. (2020) Language-specific numerical estimation in bilingual children. Journal of Experimental Child Psychology 197, pages 104860.
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Fabian C. G. van den Berg, Peter de Weerd & Lisa M. Jonkman. (2020) Number-related Brain Potentials Are Differentially Affected by Mapping Novel Symbols on Small versus Large Quantities in a Number Learning Task. Journal of Cognitive Neuroscience 32:7, pages 1263-1275.
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Sarah E. Koopman, Alyssa M. Arre, Steven T. Piantadosi & Jessica F. Cantlon. (2019) One-to-one correspondence without language. Royal Society Open Science 6:10, pages 190495.
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David J. Purpura, Amy R. Napoli & Yemimah King. 2019. Cognitive Foundations for Improving Mathematical Learning. Cognitive Foundations for Improving Mathematical Learning 175 193 .
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David C. Geary & Kristy vanMarle. (2018) Growth of symbolic number knowledge accelerates after children understand cardinality. Cognition 177, pages 69-78.
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