Martins-Mourao, A. and Karmiloff-Smith, Annette (2008) Specific and general underpinnings to number; parallel development. Behavioral and Brain Sciences 31 (6), p. 661. ISSN 0140-525X.
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Official URL: http://dx.doi.org/10.1017/S0140525X08005773
Abstract
In this commentary, we outline an epistemological continuum between earlier and later number concepts, showing how empirical findings support the view that specific and general underpinnings to number develop in parallel in children; and we raise the question, based on cross-syndrome comparisons in infancy, as to whether exact or approximate number abilities underlie these later skills.
| Item Type: | Article |
|---|---|
| School or Research Centre: | Birkbeck Schools and Research Centres > School of Science > Psychology |
| Depositing User: | Administrator |
| Date Deposited: | 10 Jan 2011 11:13 |
| Last Modified: | 17 Apr 2013 12:19 |
| URI: | http://eprints.bbk.ac.uk/id/eprint/2464 |
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