Search results for 'Number concept' (try it on Scholar)

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  1. Harl R. Douglass (1925). The Development of Number Concept in Children of Pre-School and Kindergarten Ages. Journal of Experimental Psychology 8 (6):443.score: 150.0
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  2. Michael D. Lee & Barbara W. Sarnecka (2010). A Model of Knower‐Level Behavior in Number Concept Development. Cognitive Science 34 (1):51-67.score: 150.0
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  3. Howard F. Fehr (1940). A Study of the Number Concept of Secondary School Mathematics. [New York]Teachers College, Columbia University.score: 150.0
     
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  4. David A. Grant (1951). Perceptual Versus Analytical Responses to the Number Concept of a Weigl-Type Card Sorting Test. Journal of Experimental Psychology 41 (1):23.score: 150.0
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  5. Edmund Husserl (2005). Lecture on the Concept of Number (Ws 1889/90). New Yearbook for Phenomenology and Phenomenological Philosophy 5:279-309 recto.score: 144.0
    Among the various lecture courses that Edmund Husserl held during his time as a Privatdozent at the University of Halle (1887-1901), there was one on "Ausgewählte Fragen aus der Philosophie der Mathematik" (Selected Questions from the Philosophy of Mathematics), which he gave twice, once in the WS 1889/90 and again in WS 1890/91. As Husserl reports in his letter to Carl Stumpf of February 1890, he lectured mainly on “spatial-logical questions” and gave an extensive critique of the Riemann-Helmholtz theories. Indeed, (...)
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  6. Gottlob Frege (1980). The Foundations of Arithmetic: A Logico-Mathematical Enquiry Into the Concept of Number. Northwestern University Press.score: 132.0
    § i. After deserting for a time the old Euclidean standards of rigour, mathematics is now returning to them, and even making efforts to go beyond them. ...
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  7. William J. Thomson (1972). Effect of Number of Response Categories on Dimension Selection, Paired-Associate Learning, and Complete Learning in a Conjunctive Concept Identification Task. Journal of Experimental Psychology 93 (1):95.score: 120.0
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  8. Nancy J. Looney & Robert C. Haygood (1968). Effects of Number of Relevant Dimensions in Disjunctive Concept Learning. Journal of Experimental Psychology 78 (1):169.score: 120.0
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  9. Justin Halberda & Lisa Feigenson (2008). Set Representations Required for the Acquisition of the “Natural NumberConcept. Behavioral and Brain Sciences 31 (6):655-656.score: 114.0
    Rips et al. consider whether representations of individual objects or analog magnitudes are building blocks for the concept natural number. We argue for a third core capacity – the ability to bind representations of individuals into sets. However, even with this addition to the list of starting materials, we agree that a significant acquisition story is needed to capture natural number.
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  10. Karenleigh A. Overmann, Thomas Wynn & Frederick L. Coolidge (2011). The Prehistory of Number Concept. Behavioral and Brain Sciences 34 (3):142-144.score: 114.0
    Carey leaves unaddressed an important evolutionary puzzle: In the absence of a numeral list, how could a concept of natural number ever have arisen in the first place? Here we suggest that the initial development of natural number must have bootstrapped on a material culture scaffold of some sort, and illustrate how this might have occurred using strings of beads.
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  11. Martin F. Gardiner (2008). Music Training, Engagement with Sequence, and the Development of the Natural Number Concept in Young Learners. Behavioral and Brain Sciences 31 (6):652-653.score: 104.0
    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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  12. Wing-Chun Wong (1999). On a Semantic Interpretation of Kant's Concept of Number. Synthese 121 (3):357-383.score: 102.0
    What is central to the progression of a sequence is the idea of succession, which is fundamentally a temporal notion. In Kant's ontology numbers are not objects but rules (schemata) for representing the magnitude of a quantum. The magnitude of a discrete quantum 11...11 is determined by a counting procedure, an operation which can be understood as a mapping from the ordinals to the cardinals. All empirical models for numbers isomorphic to 11...11 must conform to the transcendental determination of time-order. (...)
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  13. Alison Pease, Markus Guhe & Alan Smaill (2013). Developments in Research on Mathematical Practice and Cognition. Topics in Cognitive Science 5 (2):224-230.score: 90.0
    We describe recent developments in research on mathematical practice and cognition and outline the nine contributions in this special issue of topiCS. We divide these contributions into those that address (a) mathematical reasoning: patterns, levels, and evaluation; (b) mathematical concepts: evolution and meaning; and (c) the number concept: representation and processing.
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  14. Albert A. Bennett (1939). Review: Evert Beth, Number Concept and Time Intuition. [REVIEW] Journal of Symbolic Logic 4 (3):125-125.score: 90.0
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  15. Alfons Borgers (1959). Review: J. C. H. Gerretsen, The Number Concept. [REVIEW] Journal of Symbolic Logic 24 (2):187-187.score: 90.0
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  16. Crispin Wright (1983). Frege's Conception of Numbers as Objects. Aberdeen University Press.score: 84.0
  17. Roger L. Dominowski (1969). Concept Attainment as a Function of Instance Contiguity and Number of Irrelevant Dimensions. Journal of Experimental Psychology 82 (3):573.score: 84.0
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  18. Robert C. Haygood & Michael Stevenson (1967). Effects of Number of Irrelevant Dimensions in Nonconjunctive Concept Learning. Journal of Experimental Psychology 74 (2, Pt.1):302-304.score: 84.0
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  19. Patrick R. Laughlin, Christine A. Kalowski, Mary E. Metzler, Kathleen M. Ostap & Saulene M. Venclovas (1968). Concept Identification as a Function of Sensory Modality, Information, and Number of Persons. Journal of Experimental Psychology 77 (2):335.score: 84.0
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  20. M. S. Mayzner (1962). Verbal Concept Attainment: A Function of the Number of Positive and Negative Instances Presented. Journal of Experimental Psychology 63 (3):314.score: 84.0
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  21. J. Douglas Overstreet & J. L. Dunham (1969). Effect of Number of Values and Irrelevant Dimensions on Dimension Selection and Associative Learning in a Multiple Concept Problem. Journal of Experimental Psychology 79 (2p1):265.score: 84.0
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  22. Vladimir Pishkin (1960). Effects of Probability of Misinformation and Number of Irrelevant Dimensions Upon Concept Identification. Journal of Experimental Psychology 59 (6):371.score: 84.0
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  23. Patrick R. Laughlin (1965). Selection Strategies in Concept Attainment as a Function of Number of Persons and Stimulus Display. Journal of Experimental Psychology 70 (3):323.score: 84.0
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  24. Patrick R. Laughlin (1966). Selection Strategies in Concept Attainment as a Function of Number of Relevant Problem Attributes. Journal of Experimental Psychology 71 (5):773.score: 84.0
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  25. Vladimir Pishkin & Aaron Wolfgang (1965). Number and Type of Available Instances in Concept Learning. Journal of Experimental Psychology 69 (1):5.score: 84.0
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  26. Roger W. Schvaneveldt (1966). Concept Identification as a Function of Probability of Positive Instances and Number of Relevant Dimensions. Journal of Experimental Psychology 72 (5):649.score: 84.0
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  27. Lance J. Rips, Amber Bloomfield & Jennifer Asmuth (2008). From Numerical Concepts to Concepts of Number. Behavioral and Brain Sciences 31 (6):623-642.score: 82.0
    Many experiments with infants suggest that they possess quantitative abilities, and many experimentalists believe that these abilities set the stage for later mathematics: natural numbers and arithmetic. However, the connection between these early and later skills is far from obvious. We evaluate two possible routes to mathematics and argue that neither is sufficient: (1) We first sketch what we think is the most likely model for infant abilities in this domain, and we examine proposals for extrapolating the natural number (...)
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  28. Donald Smeltzer (1958). Man and Number. New York, Emerson Books.score: 80.0
    This exploration of how people came to appreciate numbers traces the ways in which early humans gradually evolved methods for recording numerical data and ...
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  29. Gregory Lavers (2013). Frege, Carnap, and Explication: ‘Our Concern Here Is to Arrive at a Concept of Number Usable for the Purpose of Science’. History and Philosophy of Logic 34 (3):225-41.score: 78.0
    This paper argues that Carnap both did not view and should not have viewed Frege's project in the foundations of mathematics as misguided metaphysics. The reason for this is that Frege's project was to give an explication of number in a very Carnapian sense — something that was not lost on Carnap. Furthermore, Frege gives pragmatic justification for the basic features of his system, especially where there are ontological considerations. It will be argued that even on the question of (...)
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  30. Friedrich Waismann (1951/2003). Introduction to Mathematical Thinking: The Formation of Concepts in Modern Mathematics. Dover Publications.score: 78.0
    "With exceptional clarity, but with no evasion of essential ideas, the author outlines the fundamental structure of mathematics."--Carl B. Boyer, Brooklyn College. This enlightening survey of mathematical concept formation holds a natural appeal to philosophically minded readers, and no formal training in mathematics is necessary to appreciate its clear exposition. Contents include examinations of arithmetic and geometry; the rigorous construction of the theory of integers; the rational numbers and their foundation in arithmetic; and the rigorous construction of elementary arithmetic. (...)
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  31. Mirja Hartimo (2006). Mathematical Roots of Phenomenology: Husserl and the Concept of Number. History and Philosophy of Logic 27 (4):319-337.score: 78.0
    The paper examines the roots of Husserlian phenomenology in Weierstrass's approach to analysis. After elaborating on Weierstrass's programme of arithmetization of analysis, the paper examines Husserl's Philosophy of Arithmetic as an attempt to provide foundations to analysis. The Philosophy of Arithmetic consists of two parts; the first discusses authentic arithmetic and the second symbolic arithmetic. Husserl's novelty is to use Brentanian descriptive analysis to clarify the fundamental concepts of arithmetic in the first part. In the second part, he founds the (...)
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  32. Tobias Dantzig (1954/1967). Number, the Language of Science. New York, Free Press.score: 78.0
    A new edition of the classic introduction to mathematics, first published in 1930 and revised in the 1950s, explains the history and tenets of mathematics, ...
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  33. Mannis Charosh (1974). Number Ideas Through Pictures. New York,T. Y. Crowell.score: 78.0
  34. William Tait, Frege Versus Cantor and Dedekind: On the Concept of Number.score: 74.0
    There can be no doubt about the value of Frege's contributions to the philosophy of mathematics. First, he invented quantification theory and this was the first step toward making precise the notion of a purely logical deduction. Secondly, he was the first to publish a logical analysis of the ancestral R* of a relation R, which yields a definition of R* in second-order logic.1 Only a narrow and arid conception of philosophy would exclude these two achievements. Thirdly and very importantly, (...)
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  35. Susan Carey (2010). The Making of an Abstract Concept: Natural Number. In Denis Mareschal, Paul Quinn & Stephen E. G. Lea (eds.), The Making of Human Concepts. Oup Oxford. 265.score: 74.0
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  36. Edmund Husserl (1972). On the Concept of Number: Psychological Analysis. Philosophia Mathematica (1):44-52.score: 72.0
  37. Christopher Peacocke (1998). The Concept of a Natural Number. Australasian Journal of Philosophy 76 (1):105 – 109.score: 72.0
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  38. Harold Chapman Brown (1908). Infinity and the Generalization of the Concept of Number. Journal of Philosophy, Psychology and Scientific Methods 5 (23):628-634.score: 72.0
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  39. Edmund Husserl (forthcoming). Edmund Husserl: Lecture On the Concept of Number. The New Yearbook for Phenomenology and Phenomenological Philosophy.score: 72.0
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  40. Daniël Fm Strauss (2006). The Concept of Number: Multiplicity and Succession Between Cardinality and Ordinality. South African Journal of Philosophy 25 (1):27-47.score: 72.0
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  41. How Can Will Be & Imagination Play (2010). The Idea of the Will Implies Agency and Choice Between Possible Actions. It Also Implies a Kind of Determination to Carry Out an Action Once It has Been Chosen; a Posi-Tive Drive or Desire to Accomplish an Action. The Saying “Where There'sa Will There'sa Way” Expresses This Notion as a Piece of Folk Wisdom. These Are Pragmatically and Experientially Informed Dimensions of the Idea. But in Ad-Dition, the Concept of the Will as It Appears in a Number of Cross-Cultural and Historical Contexts Implies a Further Framework, the Framework of Cosmol. [REVIEW] In Keith M. Murphy & C. Jason Throop (eds.), Toward an Anthropology of the Will. Stanford University Press.score: 72.0
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  42. Max Black (1951). Review: Gottlob Frege, J. L. Austin, The Foundations of Arithmetic. A Logico-Mathematical Enquiry Into the Concept of Number. [REVIEW] Journal of Symbolic Logic 16 (1):67-67.score: 72.0
  43. Carlo Ierna (2005). Introduction to Husserl's Lecture On the Concept of Number (WS 1889/90). New Yearbook for Phenomenology and Phenomenological Philosophy 5:276-277.score: 72.0
  44. Peter Damerow (1996). Number as a Second-Order Concept. Science in Context 9 (2).score: 72.0
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  45. with Thomas Bedürftig (2010). From the History of the Concept of Number. In Roman Murawski (ed.), Essays in the Philosophy and History of Logic and Mathematics. Rodopi.score: 72.0
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  46. John W. Cotton & Mitri E. Shanab (1968). Number of Dimensions, Stimulus Constancy, and Reinforcement in a Pseudo Concept-Identification Task. Journal of Experimental Psychology 76 (3p1):464.score: 72.0
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  47. David Hilbert (1996). On the Concept of Number. In William Bragg Ewald (ed.), From Kant to Hilbert: A Source Book in the Foundations of Mathematics. Oxford University Press. 2--1089.score: 72.0
     
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  48. Stephen Menn, G. E. Reyes, Teddy Seidenfeld & Wilfrid Sieg (1996). Frege Versus Cantor and Dedekind: On the Concept of Number WW Tait. In Matthias Schirn (ed.), Frege: Importance and Legacy. Walter de Gruyter. 70.score: 72.0
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  49. William J. Thomson & Albert L. Porterfield (1980). The Effect of Number of Response Categories on Unidimensional Concept Identification. Bulletin of the Psychonomic Society 15 (3):160-162.score: 72.0
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  50. Helen De Cruz (2008). Bridging the Gap Between Intuitive and Formal Number Concepts: An Epidemiological Perspective. Behavioral and Brain Sciences 31 (6):649-650.score: 68.0
    The failure of current bootstrapping accounts to explain the emergence of the concept of natural numbers does not entail that no link exists between intuitive and formal number concepts. The epidemiology of representations allows us to explain similarities between intuitive and formal number concepts without requiring that the latter are directly constructed from the former.
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