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Amber Bloomfield [5]Amber N. Bloomfield [2]
  1.  61
    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 (...)
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  2.  21
    Giving the Boot to the Bootstrap: How Not to Learn the Natural Numbers.Lance J. Rips, Jennifer Asmuth & Amber Bloomfield - 2006 - Cognition 101 (3):B51-B60.
  3.  18
    Do Children Learn the Integers by Induction?Lance J. Rips, Jennifer Asmuth & Amber Bloomfield - 2008 - Cognition 106 (2):940-951.
  4.  21
    Can Statistical Learning Bootstrap the Integers?Lance J. Rips, Jennifer Asmuth & Amber Bloomfield - 2013 - Cognition 128 (3):320-330.
  5.  52
    Caring About Framing Effects.Amber N. Bloomfield, Josh A. Sager, Daniel M. Bartels & Douglas L. Medin - 2006 - Mind and Society 5 (2):123-138.
    We explored the relationship between qualities of victims in hypothetical scenarios and the appearance of framing effects. In past studies, participants’ feelings about the victims have been demonstrated to affect whether framing effects appear, but this relationship has not been directly examined. In the present study, we examined the relationship between caring about the people at risk, the perceived interdependence of the people at risk, and frame. Scenarios were presented that differed in the degree to which participants could be expected (...)
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  6.  43
    Dissonances in Theories of Number Understanding.Lance J. Rips, Amber Bloomfield & Jennifer Asmuth - 2008 - Behavioral and Brain Sciences 31 (6):671-687.
    Traditional theories of how children learn the positive integers start from infants' abilities in detecting the quantity of physical objects. Our target article examined this view and found no plausible accounts of such development. Most of our commentators appear to agree that no adequate developmental theory is presently available, but they attempt to hold onto a role for early enumeration. Although some defend the traditional theories, others introduce new basic quantitative abilities, new methods of transformation, or new types of end (...)
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  7. What It Means to Be “Better:” The Role of Comparison Language in Social Comparison.Amber N. Bloomfield & Jessica M. Choplin - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society.
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