Annie Stanfield Ditta

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The present study asks when young children understand that number words quantify over sets of discrete individuals. For this study, 2- to 4-year-old children were asked to extend the number word five or six either to a cup containing discrete objects (e.g., blocks) or to a cup containing a continuous substance (e.g., water). In Experiment 1, only children(More)
thank the children and families who participated in the study, as well as the teachers and administrators of the following Irvine, California preschools: ABSTRACT Number-knower-levels are a series of stages of number-concept development in early childhood. A child's number-knower level is typically assessed using the GiveN task. Although the task procedure(More)
This article describes a new approach for studying collaborative memory that examines people's editing processes for naturally occurring memory errors. In this approach, memories of individuals are combined via a chaining method in which each participant indirectly receives information from the previous participant. Participants were asked to individually(More)
People are able to imagine events in the future that have not yet happened, an ability referred to as episodic future thinking. There is now compelling evidence that episodic future thinking is accomplished via processes similar to those that underlie episodic retrieval. Drawing upon work on retrieval-induced forgetting, which has shown that retrieving some(More)
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