Article contents
SEVEN does not mean NATURAL NUMBER, and children know more than you think
Published online by Cambridge University Press: 11 December 2008
Abstract
Rips et al.'s critique is misplaced when it faults the induction model for not explaining the acquisition of meta-numerical knowledge: This is something the model was never meant to explain. More importantly, the critique underestimates what children know, and what they have achieved, when they learn the cardinal meanings of the number words “one” through “nine.”
- Type
- Open Peer Commentary
- Information
- Copyright
- Copyright © Cambridge University Press 2008
References
- 1
- Cited by