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
Ezio Di Nucci
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.
Martin Frederick Gardiner (2015). Integration of Cognition and Emotion in Physical and Mental Actions in Musical and Other Behaviors. Behavioral and Brain Sciences 38.
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