Volume 106, Issue 4, April 2009
Special Issue: Our Knowledge of Nature and Number
Susan Carey
Pages 220-254
Where Our Number Concepts Come From
Cited by
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- Angela Xiaoxue He, Sudha Arunachalam. WIREs Cognitive Science. Word learning mechanisms 2017. [CrossRef]
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- Jon Scott Stevens, Lila R. Gleitman, John C. Trueswell, Charles Yang. Cognitive Science. The Pursuit of Word Meanings 2017. [CrossRef]
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- Frauke Hildebrandt, Jan Lonnemann, Ramiro Glauer. Frontiers in Psychology. Why Not Just Features? Reconsidering Infants’ Behavior in Individuation Tasks 2020. [CrossRef]
- Xianwei Meng, Jinjing Jenny Wang, Yuichiro Yoshikawa, Hiroshi Ishiguro, Shoji Itakura. Frontiers in Psychology. A cross-cultural investigation of people’s intuitive beliefs about the origins of cognition 2022. [CrossRef]
- Connor D. O'Rear, Isabella Seip, Joanna Azar, Arthur J. Baroody, Nicole M. McNeil. Child Development. Features in children's counting books that lead dyads to both count and label sets during shared book reading 2023. [CrossRef]
- Dwight Read. Current Anthropology. The Counting Numbers Are a Cultural Idea System: A Comment on Overmann 2015 2016. [CrossRef]
- Francesco Sella, Emily Slusser, Darko Odic, Attila Krajcsi. Child Development Perspectives. The emergence of children’s natural number concepts: Current theoretical challenges 2021. [CrossRef]
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- Anne H. van Hoogmoed, Marije D. E. Huijsmans, Evelyn H. Kroesbergen. Frontiers in Education. Non-Symbolic Numerosity and Symbolic Numbers are not Processed Intuitively in Children: Evidence From an Event-Related Potential Study 2021. [CrossRef]
- Yingjin Xu. Fudan Journal of the Humanities and Social Sciences. What Can AI Learn from Psychology and When Can AI Neglect it? 2023. [CrossRef]
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- Nina Semushina, Rachel Mayberry. Language Learning and Development. Number Stroop Effects in Arabic Digits and ASL Number Signs: The Impact of Age and Setting of Language Acquisition 2023. [CrossRef]
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- Katie Wagner, Junyi Chu, David Barner. Developmental Science. Do children's number words begin noisy? 2019. [CrossRef]
- Marc S. Tibber, Gemma S.L. Manasseh, Richard C. Clarke, Galina Gagin, Sonja N. Swanbeck, Brian Butterworth, R. Beau Lotto, Steven C. Dakin. Vision Research. Sensitivity to numerosity is not a unique visuospatial psychophysical predictor of mathematical ability 2013. [CrossRef]
- V. Karolis, B. Butterworth. The Mathematical Brain Across the Lifespan 2016: 29. [CrossRef]
- Elisabeth Marchand, Shirlene Wade, Jessica Sullivan, David Barner. Journal of Experimental Child Psychology. Language-specific numerical estimation in bilingual children 2020. [CrossRef]
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- Connor D. O'Rear, Nicole M. McNeil. Developmental Science. Improved set‐size labeling mediates the effect of a counting intervention on children's understanding of cardinality 2019. [CrossRef]
- Jane Suilin Lavelle. Mindreading and Social Cognition 2022. [CrossRef]
- Michael F. Mascolo, Kurt W. Fischer. Handbook of Child Psychology and Developmental Science 2015: 1. [CrossRef]
- Jeremy G. Grant, Linda S. Siegel, Amedeo D'Angiulli. Frontiers in Public Health. From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities 2020. [CrossRef]
- Mario Graziano. Dual-Process Theories of Numerical Cognition 2018: 89. [CrossRef]
- Jody Azzouni. The Rule-Following Paradox and its Implications for Metaphysics 2017: 9. [CrossRef]
- Dominique Lopiccolo, Charles B. Chang. PLOS ONE. Cultural factors weaken but do not reverse left-to-right spatial biases in numerosity processing: Data from Arabic and English monoliterates and Arabic-English biliterates 2021. [CrossRef]
- Josef Perner, Eugenia Kulakova, Eva Rafetseder. The Cambridge Handbook of Cognitive Development 2022: 408. [CrossRef]
- Markus Pantsar. Synthese. An empirically feasible approach to the epistemology of arithmetic 2014. [CrossRef]
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- Mikael Skagenholt, Kenny Skagerlund, Ulf Träff. Developmental Cognitive Neuroscience. Neurodevelopmental differences in child and adult number processing: An fMRI-based validation of the triple code model 2021. [CrossRef]
- Raoul Gervais, Huib Looren de Jong. Theory & Psychology. The status of functional explanation in psychology: Reduction and mechanistic explanation 2013. [CrossRef]
- Jeffrey Lidz, Yakov Kronrod. Language and Linguistics Compass. Expanding our Reach and Theirs: When Linguists go to High School 2014. [CrossRef]
- David Bourget. Philosophy and Phenomenological Research. The Role of Consciousness in Grasping and Understanding 2017. [CrossRef]
- Francesco Sella, Charlotte Hartwright, Roi Cohen Kadosh. Stevens' Handbook of Experimental Psychology and Cognitive Neuroscience 2018: 1. [CrossRef]
- José Ferreirós. Journal for General Philosophy of Science. Conceptual Structuralism 2023. [CrossRef]
- Kristen Syrett, Julien Musolino, Rochel Gelman. Language Learning and Development. How Can Syntax Support Number Word Acquisition? 2012. [CrossRef]
- David Bourget. Inquiry. The rational role of experience 2018. [CrossRef]
- Roman Feiman, Shilpa Mody, Susan Carey. Cognitive Psychology. The development of reasoning by exclusion in infancy 2022. [CrossRef]
- Vivian Reigosa-Crespo, Nancy Estévez-Pérez. Brain and Maths in Ibero-America 2023: 1. [CrossRef]
- Jun Zhang. Behavioral and Brain Sciences. Constructing rationals through conjoint measurement of numerator and denominator as approximate integer magnitudes in tradeoff relations 2021. [CrossRef]
- Rose M. Schneider, Jessica Sullivan, Franc Marušič, Rok Žaucer, Priyanka Biswas, Petra Mišmaš, Vesna Plesničar, David Barner. Cognitive Psychology. Do children use language structure to discover the recursive rules of counting? 2020. [CrossRef]
- Victor Koleszar, Dinorah de León, Nadir Díaz-Simón, Dahiana Fitipalde, Ignacio Cervieri, Alejandro Maiche. Studies in Psychology. Numerical Cognition in Uruguay: from clinics and laboratories to the classroom (Cognición numérica en Uruguay: de la clínica y los laboratorios al aula) 2020. [CrossRef]
- Stefan Buijsman. Philosophia Mathematica. How Do We Semantically Individuate Natural Numbers?† 2021. [CrossRef]
- Jayne Pickering, James S. Adelman, Matthew Inglis. Journal of Numerical Cognition. Are approximate number system representations numerical? 2023. [CrossRef]
- Connor D. O'Rear, Patrick K. Kirkland, David J. Purpura. Early Childhood Research Quarterly. The how many and give-N tasks: Conceptually distinct measures of the cardinality principle 2024. [CrossRef]
- Kristen Syrett, Julien Musolino, Rochel Gelman. Language Learning and Development. Number Word Acquisition: Cardinality, Bootstrapping, and Beyond: Reply to Commentaries 2012. [CrossRef]
- Delphine Sasanguie, Bert Reynvoet. Behavioral and Brain Sciences. A “sense of magnitude” requires a new alternative for learning numerical symbols 2017. [CrossRef]
- Emily Szkudlarek, Elizabeth M. Brannon. Language Learning and Development. Does the Approximate Number System Serve as a Foundation for Symbolic Mathematics? 2017. [CrossRef]
- Alex M. Silver, Leanne Elliott, Emily J. Braham, Heather J. Bachman, Elizabeth Votruba-Drzal, Catherine S. Tamis-LeMonda, Natasha Cabrera, Melissa E. Libertus. Frontiers in Psychology. Measuring Emerging Number Knowledge in Toddlers 2021. [CrossRef]
- Anna Shusterman, Pierina Cheung, Jessica Taggart, Ilona Bass, Talia Berkowitz, Julia A. Leonard, Ariel Schwartz. Journal of Numerical Cognition. Conceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principle 2017. [CrossRef]
- Katie A. Gilligan, Alex Hodgkiss, Michael S. C. Thomas, Emily K. Farran. Developmental Science. The developmental relations between spatial cognition and mathematics in primary school children 2019. [CrossRef]
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