Young children interpret number gestures differently than nonsymbolic sets
Author:
Affiliation:
1. University of Chicago Chicago Illinois USA
2. foundry10 Seattle Washington USA
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.13335
Reference39 articles.
1. Grammatical morphology as a source of early number word meanings
2. Is finger-counting necessary for the development of arithmetic abilities?
3. Finger Numeral Representations: More than Just Another Symbolic Code
4. Arbitrariness, Iconicity, and Systematicity in Language
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2. Mapping skills between symbols and quantities in preschoolers: The role of finger patterns;Developmental Science;2024-05-15
3. Cultural variability in finger representations / Variabilidad cultural en las representaciones con dedos;Culture and Education: Cultura y Educación;2024-03
4. ‘I can’t do maths’. Can we break this popular phrase? A review of the annual Mathematical Cognition and Learning Society conference and a sneak preview of some recent research;The Cognitive Psychology Bulletin;2024-01-30
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