Specific and general underpinnings to number; parallel development

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.

Metadata

Item Type:	Article
School:	Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences
Research Centres and Institutes:	Brain and Cognitive Development, Centre for (CBCD)
Depositing User:	Administrator
Date Deposited:	10 Jan 2011 11:13
Last Modified:	02 Aug 2023 16:52
URI:	https://eprints.bbk.ac.uk/id/eprint/2464

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