To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count
@article{Cheung2017ToIA, title={To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count}, author={Pierina Cheung and Miriam Rubenson and David Barner}, journal={Cognitive Psychology}, year={2017}, volume={92}, pages={22-36} }
44 Citations
Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite?
- PsychologyCogn. Sci.
- 2020
How children discover this recursive function is explored, and whether it might be related to discovering productive morphological rules that govern language-specific counting routines, to suggest that children as young as 4 years of age are able to implement rules defined over their verbal count list to generate number words beyond their spontaneous counting range.
Do children use language structure to discover the recursive rules of counting?
- LinguisticsCognitive Psychology
- 2020
It is concluded that learning productive rules of counting is a critical step in acquiring knowledge of recursive successor function across languages, and that the timeline for this learning varies as a function of counti list transparency.
Growth of symbolic number knowledge accelerates after children understand cardinality
- PsychologyCognition
- 2018
Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering
- PsychologyCognition
- 2018
Do children's number words begin noisy?
- PsychologyDevelopmental science
- 2019
Before children learn exact meanings for words like one, two, three, and four, they first acquire noisy preliminary meanings for these words, and there is no reliable evidence of preliminary meaning for larger meanings, so Give-a-Number cannot be used to readily identify signatures of the approximate number system.
Is thirty-two three tens and two ones? The embedded structure of cardinal numbers
- PsychologyCognition
- 2020
It is proposed that the syntax for building complex numerals, not the successor principle, represents a structural platform for numerical thinking in young children and regularity in numerical syntax facilitates the acquisition of generative properties of numbers.
The knowledge of the preceding number reveals a mature understanding of the number sequence
- PsychologyCognition
- 2020
Two roads to the successor axiom
- LinguisticsSynthese
- 2018
It is argued that when the authors look at children’s responses in interviews, the time when they learn the successor axiom and the intermediate learning stages they find themselves in, that there is an empirically viable alternative.
Language, procedures, and the non-perceptual origin of number word meanings*
- PsychologyJournal of Child Language
- 2017
It is argued that the integers are not learned from perceptual systems, but arise to explain perception, and small (~1–4) and large (~5+) numbers arise both historically and in individual children via distinct mechanisms, constituting independent learning problems.
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