Switch to: References

Add citations

You must login to add citations.
  1. Enumeration Takes Time: Accuracy Improves Even After Stimuli Disappear.Yanfei Yu & Kristy vanMarle - 2022 - Cognition 225 (C):105147.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Preschoolers and Multi-Digit Numbers: A Path to Mathematics Through the Symbols Themselves.Lei Yuan, Richard W. Prather, Kelly S. Mix & Linda B. Smith - 2019 - Cognition 189:89-104.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual‐Task Study With Preschoolers.Iro Xenidou‐Dervou, Ernest C. D. M. Lieshout & Menno Schoot - 2014 - Cognitive Science 38 (1):101-127.
    Preschool children have been proven to possess nonsymbolic approximate arithmetic skills before learning how to manipulate symbolic math and thus before any formal math instruction. It has been assumed that nonsymbolic approximate math tasks necessitate the allocation of Working Memory (WM) resources. WM has been consistently shown to be an important predictor of children's math development and achievement. The aim of our study was to uncover the specific role of WM in nonsymbolic approximate math. For this purpose, we conducted a (...)
    Direct download  
     
    Export citation  
     
    Bookmark   5 citations  
  • The Developmental Onset of Symbolic Approximation: Beyond Nonsymbolic Representations, the Language of Numbers Matters.Iro Xenidou-Dervou, Camilla Gilmore, Menno van der Schoot & Ernest C. D. M. van Lieshout - 2015 - Frontiers in Psychology 6.
  • Infants’ Auditory Enumeration: Evidence for Analog Magnitudes in the Small Number Range.Kristy vanMarle & Karen Wynn - 2009 - Cognition 111 (3):302-316.
  • Young Children Intuitively Divide Before They Recognize the Division Symbol.Emily Szkudlarek, Haobai Zhang, Nicholas K. DeWind & Elizabeth M. Brannon - 2022 - Frontiers in Human Neuroscience 16.
    Children bring intuitive arithmetic knowledge to the classroom before formal instruction in mathematics begins. For example, children can use their number sense to add, subtract, compare ratios, and even perform scaling operations that increase or decrease a set of dots by a factor of 2 or 4. However, it is currently unknown whether children can engage in a true division operation before formal mathematical instruction. Here we examined the ability of 6- to 9-year-old children and college students to perform symbolic (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.Emily Szkudlarek & Elizabeth M. Brannon - 2018 - Frontiers in Psychology 9.
  • The Acuity and Manipulability of the ANS Have Separable Influences on Preschoolers’ Symbolic Math Achievement.Ariel Starr, Rachel C. Tomlinson & Elizabeth M. Brannon - 2018 - Frontiers in Psychology 9.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Children’s Understanding of the Relationship Between Addition and Subtraction.Elizabeth Spelke & Camilla Gilmore - 2008 - Cognition 107 (3):932-945.
    In learning mathematics, children must master fundamental logical relationships, including the inverse relationship between addition and subtraction. At the start of elementary school, children lack generalized understanding of this relationship in the context of exact arithmetic problems: they fail to judge, for example, that 12 + 9 - 9 yields 12. Here, we investigate whether preschool children’s approximate number knowledge nevertheless supports understanding of this relationship. Five-year-old children were more accurate on approximate large-number arithmetic problems that involved an inverse transformation (...)
    Direct download (11 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  • Core Multiplication in Childhood.Elizabeth S. Spelke - 2010 - Cognition 116 (2):204-216.
  • Learning to Represent Exact Numbers.Barbara W. Sarnecka - 2015 - Synthese 198 (Suppl 5):1001-1018.
    This article focuses on how young children acquire concepts for exact, cardinal numbers. I believe that exact numbers are a conceptual structure that was invented by people, and that most children acquire gradually, over a period of months or years during early childhood. This article reviews studies that explore children’s number knowledge at various points during this acquisition process. Most of these studies were done in my own lab, and assume the theoretical framework proposed by Carey. In this framework, the (...)
    No categories
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  • Link Between Cognitive Neuroscience and Education: The Case of Clinical Assessment of Developmental Dyscalculia.Orly Rubinsten - 2015 - Frontiers in Human Neuroscience 9.
  • Spatial Complexity of Character-Based Writing Systems and Arithmetic in Primary School: A Longitudinal Study.Maja Rodic, Tatiana Tikhomirova, Tatiana Kolienko, Sergey Malykh, Olga Bogdanova, Dina Y. Zueva, Elena I. Gynku, Sirui Wan, Xinlin Zhou & Yulia Kovas - 2015 - Frontiers in Psychology 6.
    Direct download (9 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • From Numerical Concepts to Concepts of Number.Lance J. Rips, Amber Bloomfield & Jennifer Asmuth - 2008 - Behavioral and Brain Sciences 31 (6):623-642.
    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 concept (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   39 citations  
  • The Developmental Trajectory of the Operational Momentum Effect.Pedro Pinheiro-Chagas, Daniele Didino, Vitor G. Haase, Guilherme Wood & André Knops - 2018 - Frontiers in Psychology 9.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • Children’s Quantitative Bayesian Inferences From Natural Frequencies and Number of Chances.Stefania Pighin, Vittorio Girotto & Katya Tentori - 2017 - Cognition 168 (C):164-175.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • How to Interpret Cognitive Training Studies: A Reply to Lindskog & Winman.Joonkoo Park & Elizabeth M. Brannon - 2016 - Cognition 150 (C):247-251.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • Children’s Mappings Between Number Words and the Approximate Number System.Darko Odic, Mathieu Le Corre & Justin Halberda - 2015 - Cognition 138 (C):102-121.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  • Symbolic and Nonsymbolic Number Comparison in Children with and Without Dyscalculia.Christophe Mussolin, Sandrine Mejias & Marie-Pascale Noël - 2010 - Cognition 115 (1):10-25.
    Developmental dyscalculia (DD) is a pervasive difficulty affecting number processing and arithmetic. It is encountered in around 6% of school-aged children. While previous studies have mainly focused on general cognitive functions, the present paper aims to further investigate the hypothesis of a specific numerical deficit in dyscalculia. The performance of 10- and 11-year-old children with DD characterised by a weakness in arithmetic facts retrieval and age-matched control children was compared on various number comparison tasks. Participants were asked to compare a (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   23 citations  
  • Don't Throw the Baby Out with the Math Water: Why Discounting the Developmental Foundations of Early Numeracy is Premature and Unnecessary.Kevin Muldoon, Charlie Lewis & Norman Freeman - 2008 - Behavioral and Brain Sciences 31 (6):663-664.
    We see no grounds for insisting that, because the concept natural number is abstract, its foundations must be innate. It is possible to specify domain general learning processes that feed into more abstract concepts of numerical infinity. By neglecting the messiness of children's slow acquisition of arithmetical concepts, Rips et al. present an idealized, unnecessarily insular, view of number development.
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Estimation Abilities of Large Numerosities in Kindergartners.Sandrine Mejias & Christine Schiltz - 2013 - Frontiers in Psychology 4.
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  • Increasing Magnitude Counts More: Asymmetrical Processing of Ordinality in 4-Month-Old Infants.Viola Macchi Cassia, Marta Picozzi, Luisa Girelli & Maria Dolores de Hevia - 2012 - Cognition 124 (2):183-193.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  • The Association Between Higher Education and Approximate Number System Acuity.Marcus Lindskog, Anders Winman & Peter Juslin - 2014 - Frontiers in Psychology 5.
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  • No Evidence of Learning in Non-Symbolic Numerical Tasks – A Comment On.Marcus Lindskog & Anders Winman - 2016 - Cognition 150 (C):243-247.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  • Measuring Acuity of the Approximate Number System Reliably and Validly: The Evaluation of an Adaptive Test Procedure.Marcus Lindskog, Anders Winman, Peter Juslin & Leo Poom - 2013 - Frontiers in Psychology 4.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   12 citations  
  • Quantity Evaluations in Yudja: Judgements, Language and Cultural Practice.Suzi Lima & Susan Rothstein - 2020 - Synthese 197 (9):3851-3873.
    In this paper we explore the interpretation of quantity expressions in Yudja, an indigenous language spoken in the Amazonian basin, showing that while the language allows reference to exact cardinalities, it does not generally allow reference to exact measure values. It does, however, allow non-exact comparison along continuous dimensions. We use this data to argue that the grammar of exact measurement is distinct from a grammar allowing the expression of exact cardinalities, and that the grammar of counting and the grammar (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Children’s Non-Symbolic and Symbolic Numerical Representations and Their Associations With Mathematical Ability.Yanjun Li, Meng Zhang, Yinghe Chen, Zhijun Deng, Xiaoshuang Zhu & Shijia Yan - 2018 - Frontiers in Psychology 9.
  • Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability.Melissa E. Libertus, Darko Odic, Lisa Feigenson & Justin Halberda - 2020 - Frontiers in Psychology 11.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • A Dissociation Between Small and Large Numbers in Young Children’s Ability to “Solve for X” in Non-Symbolic Math Problems.Melissa M. Kibbe & Lisa Feigenson - 2017 - Cognition 160 (C):82-90.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • Naive Probability: Model‐Based Estimates of Unique Events.Sangeet S. Khemlani, Max Lotstein & Philip N. Johnson-Laird - 2015 - Cognitive Science 39 (6):1216-1258.
    We describe a dual-process theory of how individuals estimate the probabilities of unique events, such as Hillary Clinton becoming U.S. President. It postulates that uncertainty is a guide to improbability. In its computer implementation, an intuitive system 1 simulates evidence in mental models and forms analog non-numerical representations of the magnitude of degrees of belief. This system has minimal computational power and combines evidence using a small repertoire of primitive operations. It resolves the uncertainty of divergent evidence for single events, (...)
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark   12 citations  
  • Monkeys Match and Tally Quantities Across Senses.Elizabeth M. Brannon Kerry E. Jordan, Evan L. MacLean - 2008 - Cognition 108 (3):617.
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  • Monkeys Match and Tally Quantities Across Senses.Kerry E. Jordan, Evan L. MacLean & Elizabeth M. Brannon - 2008 - Cognition 108 (3):617-625.
  • Calibrating the Mental Number Line.Véronique Izard & Stanislas Dehaene - 2008 - Cognition 106 (3):1221-1247.
    Human adults are thought to possess two dissociable systems to represent numbers: an approximate quantity system akin to a mental number line, and a verbal system capable of representing numbers exactly. Here, we study the interface between these two systems using an estimation task. Observers were asked to estimate the approximate numerosity of dot arrays. We show that, in the absence of calibration, estimates are largely inaccurate: responses increase monotonically with numerosity, but underestimate the actual numerosity. However, insertion of a (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   41 citations  
  • Sampling From the Mental Number Line: How Are Approximate Number System Representations Formed?Matthew Inglis & Camilla Gilmore - 2013 - Cognition 129 (1):63-69.
    Nonsymbolic comparison tasks are commonly used to index the acuity of an individual's Approximate Number System (ANS), a cognitive mechanism believed to be involved in the development of number skills. Here we asked whether the time that an individual spends observing numerical stimuli influences the precision of the resultant ANS representations. Contrary to standard computational models of the ANS, we found that the longer the stimulus was displayed, the more precise was the resultant representation. We propose an adaptation of the (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  • Brief Non-Symbolic, Approximate Number Practice Enhances Subsequent Exact Symbolic Arithmetic in Children.Daniel C. Hyde, Saeeda Khanum & Elizabeth S. Spelke - 2014 - Cognition 131 (1):92-107.
  • Understanding Less Than Nothing: Children's Neural Response to Negative Numbers Shifts Across Age and Accuracy.Margaret M. Gullick & George Wolford - 2013 - Frontiers in Psychology 4.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • Comparing Numerical Comparison Tasks: A Meta-Analysis of the Variability of the Weber Fraction Relative to the Generation Algorithm.Mathieu Guillaume & Amandine Van Rinsveld - 2018 - Frontiers in Psychology 9.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Non-Symbolic Arithmetic Abilities and Mathematics Achievement in the First Year of Formal Schooling.Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke - 2010 - Cognition 115 (3):394-406.
  • Children’s Understanding of the Relationship Between Addition and Subtraction.Camilla K. Gilmore & Elizabeth S. Spelke - 2008 - Cognition 107 (3):932-945.
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  • Intuitive Statistical Inferences in Chimpanzees and Humans Follow Weber’s Law.Johanna Eckert, Josep Call, Jonas Hermes, Esther Herrmann & Hannes Rakoczy - 2018 - Cognition 180 (C):99-107.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  • Beyond Perceptual Symbols: A Call for Representational Pluralism.Guy Dove - 2009 - Cognition 110 (3):412-431.
    Recent evidence from cognitive neuroscience suggests that certain cognitive processes employ perceptual representations. Inspired by this evidence, a few researchers have proposed that cognition is inherently perceptual. They have developed an innovative theoretical approach that rests on the notion of perceptual simulation and marshaled several general arguments supporting the centrality of perceptual representations to concepts. In this article, I identify a number of weaknesses in these arguments and defend a multiple semantic code approach that posits both perceptual and non-perceptual representations.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   65 citations  
  • Infants’ Detection of Increasing Numerical Order Comes Before Detection of Decreasing Number.Maria Dolores de Hevia, Margaret Addabbo, Elena Nava, Emanuela Croci, Luisa Girelli & Viola Macchi Cassia - 2017 - Cognition 158 (C):177-188.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  • Discrimination of Ordinal Relationships in Temporal Sequences by 4-Month-Old Infants.Maria Dolores de Hevia, Viola Macchi Cassia, Ludovica Veggiotti & Maria Eirini Netskou - 2020 - Cognition 195 (C):104091.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Visual Form Perception Can Be a Cognitive Correlate of Lower Level Math Categories for Teenagers.Jiaxin Cui, Yiyun Zhang, Dazhi Cheng, Dawei Li & Xinlin Zhou - 2017 - Frontiers in Psychology 8.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • The Number Sense Represents (Rational) Numbers.Sam Clarke & Jacob Beck - 2021 - Behavioral and Brain Sciences 44:1-57.
    On a now orthodox view, humans and many other animals possess a “number sense,” or approximate number system, that represents number. Recently, this orthodox view has been subject to numerous critiques that question whether the ANS genuinely represents number. We distinguish three lines of critique – the arguments from congruency, confounds, and imprecision – and show that none succeed. We then provide positive reasons to think that the ANS genuinely represents numbers, and not just non-numerical confounds or exotic substitutes for (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  • Mindreading in Infancy.Peter Carruthers - 2013 - Mind and Language 28 (2):141-172.
    Various dichotomies have been proposed to characterize the nature and development of human mindreading capacities, especially in light of recent evidence of mindreading in infants aged 7 to 18 months. This article will examine these suggestions, arguing that none is currently supported by the evidence. Rather, the data support a modular account of the domain-specific component of basic mindreading capacities. This core component is present in infants from a very young age and does not alter fundamentally thereafter. What alters with (...)
    Direct download  
     
    Export citation  
     
    Bookmark   87 citations  
  • Number Words in Young Children’s Conceptual and Procedural Knowledge of Addition, Subtraction and Inversion.Katherine H. Canobi & Narelle E. Bethune - 2008 - Cognition 108 (3):675-686.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics.Emily J. Braham, Leanne Elliott & Melissa E. Libertus - 2018 - Frontiers in Psychology 9.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Analogue Magnitude Representations: A Philosophical Introduction.Jacob Beck - 2015 - British Journal for the Philosophy of Science 66 (4):829-855.
    Empirical discussions of mental representation appeal to a wide variety of representational kinds. Some of these kinds, such as the sentential representations underlying language use and the pictorial representations of visual imagery, are thoroughly familiar to philosophers. Others have received almost no philosophical attention at all. Included in this latter category are analogue magnitude representations, which enable a wide range of organisms to primitively represent spatial, temporal, numerical, and related magnitudes. This article aims to introduce analogue magnitude representations to a (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   24 citations  
  • Nonsymbolic Approximate Arithmetic in Children: Abstract Addition Prior to Instruction.(Manuscript Under Review.Hilary Barth, Lacey Beckmann & Elizabeth S. Spelke - 2008 - Developmental Psychology 44 (5).
     
    Export citation  
     
    Bookmark   6 citations