Hanna Popick

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Although number words are common in everyday speech, learning their meanings is an arduous, drawn-out process for most children, and the source of this delay has long been the subject of inquiry. Children begin by identifying the few small numerosities that can be named without counting, and this has prompted further debate over whether there is a specific,(More)
In searching for hidden objects, infants younger than 12 months frequently commit “A-not-B errors,” in which they successfully search for an object in one location (A) and then fail to search for it when it is conspicuously hidden in a new location (B). Why do they fail to make the switch and perseverate at the first location? Although these errors have(More)
Although number words are common in everyday speech, for most children, learning these words is an arduous, drawn out process. Here we present a formal, computational analysis of number learning that suggests that the unhelpful structure of the linguistic input available to children may be a large contributor to this delay, and that manipulating this(More)
In searching for hidden objects, infants younger than 12 months frequently commit the classic “A-not-B error,” in which they successfully search for an object in one location (A) and then fail to search for it when it is conspicuously hidden in a new location (B). The question is why they fail to make the switch and perseverate at the first location. While(More)
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