Amount Versus Number: Infants' Use of Area and Contour Length to Discriminate Small Sets

By Melissa W. Clearfield, Kelly S. Mix. 2001

159 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/044d0514edb28d67a14181def5e47b5cc5dee17c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Justin Halberda
2. Susan Carey
3. Jedediah W. P. Allen
4. Sid Kouider
5. Mark H. Bickhard
6. Elizabeth S. Spelke
7. E. Zweig
8. Steve Chinn

In Education

1. Susan Carey
2. Justin Halberda
3. Elizabeth S. Spelke
4. Steve Chinn

In Statistics and Probability

1. Justin Halberda
2. Susan Carey
3. Elizabeth S. Spelke
4. E. Zweig
5. Steve Chinn

Citations in the corpus

• Stepping off the pendulum: Why only an action-based approach can transcend the nativist–empiricist debate (2013, background): “In a follow-up study, Clearfield and Mix (2001) replicated their earlier findings (Clearfield & Mix, 1999) and attempted to disentangle contour length from area.”
• Acquisition of English Number Marking: The Singular-Plural Distinction (2006, background): “…although there is now massive evidence that infants extract quantity information from their representations of sets of objects (e.g., Carey, 2004; Clearfield & Mix, 1999, 2001; Feigenson, Carey, & Spelke, 2002; Feigenson & Halberda, 2004; Lipton & Spelke, 2003; Wynn, 1998; Xu & Spelke, 2000),…”