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  1. The Innateness Hypothesis and Mathematical Concepts.Helen3 De Cruz & Johan De Smedt - 2010 - Topoi 29 (1):3-13.
    In historical claims for nativism, mathematics is a paradigmatic example of innate knowledge. Claims by contemporary developmental psychologists of elementary mathematical skills in human infants are a legacy of this. However, the connection between these skills and more formal mathematical concepts and methods remains unclear. This paper assesses the current debates surrounding nativism and mathematical knowledge by teasing them apart into two distinct claims. First, in what way does the experimental evidence from infants, nonhuman animals and neuropsychology support the nativist (...)
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  • Visual Perception Can Account for the Close Relation Between Numerosity Processing and Computational Fluency.Xinlin Zhou, Wei Wei, Yiyun Zhang, Jiaxin Cui & Chuansheng Chen - 2015 - Frontiers in Psychology 6.
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  • 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.
  • Spatial Ability Explains the Male Advantage in Approximate Arithmetic.Wei Wei, Chuansheng Chen & Xinlin Zhou - 2016 - Frontiers in Psychology 7.
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  • A Mechanistic Study of the Association Between Symbolic Approximate Arithmetic Performance and Basic Number Magnitude Processing Based on Task Difficulty.Wei Wei, Wanying Deng, Chen Chen, Jie He, Jike Qin & Yulia Kovas - 2018 - Frontiers in Psychology 9.
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  • The Relationship Between Non-Symbolic and Symbolic Numerosity Representations in Elementary School: The Role of Intelligence.Tatiana Tikhomirova, Yulia Kuzmina, Irina Lysenkova & Sergey Malykh - 2019 - Frontiers in Psychology 10.
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  • 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.
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  • Approximate Number Processing Skills Contribute to Decision Making Under Objective Risk: Interactions With Executive Functions and Objective Numeracy.Silke M. Mueller & Matthias Brand - 2018 - Frontiers in Psychology 9.
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  • Assessing Mathematical School Readiness.Sandrine Mejias, Claire Muller & Christine Schiltz - 2019 - Frontiers in Psychology 10.
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  • Estimation Abilities of Large Numerosities in Kindergartners.Sandrine Mejias & Christine Schiltz - 2013 - Frontiers in Psychology 4.
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  • The Association Between Higher Education and Approximate Number System Acuity.Marcus Lindskog, Anders Winman & Peter Juslin - 2014 - Frontiers in Psychology 5.
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  • 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.
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  • 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.
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  • 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.
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  • The Role of Approximate Number System in Different Mathematics Skills Across Grades.Dan Cai, Linni Zhang, Yan Li, Wei Wei & George K. Georgiou - 2018 - Frontiers in Psychology 9.
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  • The Developing Mental Number Line: Does Its Directionality Relate to 5- to 7-Year-Old Children’s Mathematical Abilities? [REVIEW]Lauren S. Aulet & Stella F. Lourenco - 2018 - Frontiers in Psychology 9.
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  • Numerical Discrimination is Mediated by Neural Coding Variation.Richard W. Prather - 2014 - Cognition 133 (3):601-610.
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  • 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 (...)
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  • Individual Differences in Nonverbal Number Skills Predict Math Anxiety.Marcus Lindskog, Anders Winman & Leo Poom - 2017 - Cognition 159:156-162.
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  • Developmental Trajectory of Number Acuity Reveals a Severe Impairment in Developmental Dyscalculia.Manuela Piazza, Andrea Facoetti, Anna Noemi Trussardi, Ilaria Berteletti, Stefano Conte, Daniela Lucangeli, Stanislas Dehaene & Marco Zorzi - 2010 - Cognition 116 (1):33-41.
  • Numerical Cognition is Resilient to Dramatic Changes in Early Sensory Experience.Shipra Kanjlia, Lisa Feigenson & Marina Bedny - 2018 - Cognition 179:111-120.
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  • 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.
  • 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.
  • Non-Symbolic Halving in an Amazonian Indigene Group.Koleen McCrink, Elizabeth Spelke, Stanislas Dehaene & Pierre Pica - 2013 - Developmental Science 16 (3):451-462.
    Much research supports the existence of an Approximate Number System (ANS) that is recruited by infants, children, adults, and non-human animals to generate coarse, non-symbolic representations of number. This system supports simple arithmetic operations such as addition, subtraction, and ordering of amounts. The current study tests whether an intuition of a more complex calculation, division, exists in an indigene group in the Amazon, the Mundurucu, whose language includes no words for large numbers. Mundurucu children were presented with a video event (...)
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  • Brain Neural Activity Patterns Yielding Numbers Are Operators, Not Representations.Walter J. Freeman & Robert Kozma - 2009 - Behavioral and Brain Sciences 32 (3-4):336.
  • Concrete Magnitudes: From Numbers to Time.Christine Falter, Valdas Noreika, Julian Kiverstein & Bruno Mölder - 2009 - Behavioral and Brain Sciences 32 (3-4):335-336.
    Cohen Kadosh & Walsh (CK&W) present convincing evidence indicating the existence of notation-specific numerical representations in parietal cortex. We suggest that the same conclusions can be drawn for a particular type of numerical representation: the representation of time. Notation-dependent representations need not be limited to number but may also be extended to other magnitude-related contents processed in parietal cortex (Walsh 2003).
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  • Do Humans Have Two Systems to Track Beliefs and Belief-Like States?Stephen Andrew Butterfill & Ian A. Apperly - 2009 - Psychological Review 116 (4):953-970.
    The lack of consensus on how to characterize humans’ capacity for belief reasoning has been brought into sharp focus by recent research. Children fail critical tests of belief reasoning before 3 to 4 years (Wellman, Cross, & Watson, 2001; Wimmer & Perner, 1983), yet infants apparently pass false belief tasks at 13 or 15 months (Onishi & Baillargeon, 2005; Surian, Caldi, & Sperber, 2007). Non-human animals also fail critical tests of belief reasoning but can show very complex social behaviour (e.g., (...)
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  • Education Enhances the Acuity of the Nonverbal Approximate Number System.Manuela Piazza, Pierre Pica, Véronique Izard, Elizabeth Spelke & Stanislas Dehaene - 2013 - Psychological Science 24 (4):p.
    All humans share a universal, evolutionarily ancient approximate number system (ANS) that estimates and combines the numbers of objects in sets with ratio-limited precision. Interindividual variability in the acuity of the ANS correlates with mathematical achievement, but the causes of this correlation have never been established. We acquired psychophysical measures of ANS acuity in child and adult members of an indigene group in the Amazon, the Mundurucú, who have a very restricted numerical lexicon and highly variable access to mathematics education. (...)
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  • Précis of the Origin of Concepts.Susan Carey - 2011 - Behavioral and Brain Sciences 34 (3):113-124.
    A theory of conceptual development must specify the innate representational primitives, must characterize the ways in which the initial state differs from the adult state, and must characterize the processes through which one is transformed into the other. The Origin of Concepts (henceforth TOOC) defends three theses. With respect to the initial state, the innate stock of primitives is not limited to sensory, perceptual, or sensorimotor representations; rather, there are also innate conceptual representations. With respect to developmental change, conceptual development (...)
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  • Core Multiplication in Childhood.Elizabeth S. Spelke - 2010 - Cognition 116 (2):204-216.
  • 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 (...)
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  • 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).
  • Children’s Understanding of the Relationship Between Addition and Subtraction.Camilla K. Gilmore & Elizabeth S. Spelke - 2008 - Cognition 107 (3):932-945.
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  • Neurocognitive Start-Up Tools for Symbolic Number Representations.Manuela Piazza - 2010 - Trends in Cognitive Sciences 14 (12):542-551.