Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle
A milestone in numerical development is the acquisition of counting principles which allow children to exactly determine the numerosity of a given set. Moreover, a canonical left-to-right spatial layout for representing numbers also emerges during preschool. These foundational aspects of numerical c...
| Auteurs principaux: | , , , |
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| Format: | Journal article |
| Langue: | English |
| Publié: |
Elsevier
2016
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