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Specific and general underpinnings to number; parallel development
Published online by Cambridge University Press: 11 December 2008
Abstract
In this commentary, we outline an epistemological continuum between earlier and later number concepts, showing how empirical findings support the view that specific and general underpinnings to number develop in parallel in children; and we raise the question, based on cross-syndrome comparisons in infancy, as to whether exact or approximate number abilities underlie these later skills.
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- Open Peer Commentary
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- Copyright © Cambridge University Press 2008