Recursive reminding and children's concepts of number

Behavioral and Brain Sciences 31 (6):656-657 (2008)
According to the recursive reminding hypothesis, repetition interacts with episodic memory to produce memory representations that encode experiences of reminding. These representations provide the rememberer with a basis for differentiating among the first time something happens, the second time it happens, and so on. I argue that such representations could mediate children's understanding of natural number
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