Music training, engagement with sequence, and the development of the natural number concept in young learners
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Behavioral and Brain Sciences 31 (6):652-653 (2008)
Studies by Gardiner and colleagues connecting musical pitch and arithmetic learning support Rips et al.'s proposal that natural number concepts are constructed on a base of innate abilities. Our evidence suggests that innate ability concerning sequence ( or BSC) is fundamental. Mathematical engagement relating number to BSC does not develop automatically, but, rather, should be encouraged through teaching
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References found in this work BETA
Rochel Gelman & Brian Butterworth (2005). Number and Language: How Are They Related? Trends in Cognitive Sciences 9 (1):6-10.
Citations of this work BETA
Martin Frederick Gardiner (2012). Emotional Participation in Musical and Non-Musical Behaviors. Behavioral and Brain Sciences 35 (3):149-150.
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