Response patterns of young children from two contrasting SES contexts to different numerical tasks with numbers 1

Response patterns of young children from two contrasting SES contexts to different numerical tasks with numbers 1–5

Published:2019-01-02 Issue:1 Volume:180 Page:1-16
ISSN:0022-1325
Container-title:The Journal of Genetic Psychology
language:en
Short-container-title:The Journal of Genetic Psychology

Author:

Scheuer Nora¹,Martí Eduardo²,Cavalcante Sílvia²,Brizuela Bárbara M.³

Affiliation:

1. Grupo Vinculado de Estudios Cognitivos y Culturales del Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales (IPEHCS), CONICET-Universidad Nacional del Comahue, Bariloche, Argentina;

2. Facultat de Psicologia, Universitat de Barcelona, Barcelona, Spain;

3. Department of Education, Tufts University, Medford, MA, USA

Funder

Universidad Nacional del Comahue

Agencia Nacional de Promoción Científica y Tecnológica

Consejo Nacional de Investigaciones Científicas y Técnicas

Ministerio de Economía y Competitividad

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,Clinical Psychology,Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/00221325.2018.1562417

Reference48 articles.

1. Home and preschool learning environments and their relations to the development of early numeracy skills

2. Perception of Numerical Invariance in Neonates

3. The Origin of Concepts

4. The understanding of die as an object that has numerical functions. A longitudinal study using two children from the ages of 24 to 36 months interacting with an adult / La comprensión del dado como objeto con funciones numéricas. Un estudio longitudinal con dos niños desde los 24 a los 36 meses en interacción con un adulto

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Acquiring the cardinal knowledge of number words: A conceptual replication;Journal of Numerical Cognition;2021-11-30

2. Enactive experience promotes early number understanding: a study with 3-year-old children;Journal of Cognitive Psychology;2019-10-11