Language acquisition and conceptual development: Initial knowledge and conceptual change: space and number

By Elizabeth S. Spelke, S. Tsivkin. 2001

109 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2bf6c9cc90fff835d4aed16129f47bcaf29f9e90

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In Cultural Studies

Citations in the corpus

Bootstrapping the Mind: Analogical Processes and Symbol Systems (2010, background): “For example, Spelke and Tsivkin (2001) trained Russian-English bilinguals to solve either exact calculation problems or approximation problems (which do not depend on exact number).”
New Perspectives on Language and Thought (2012, background): “…properties of number words (e.g., their role in verbal counting, or their semantic relations to quantifiers such as few, all, many, most; see Spelke & Tsivkin, 2001a and Bloom, 1994b; Carey, 2001 respectively) enables children to put together elements of the two previously available number…”
The cognitive functions of language (2002, background): “Versions of this hypothesis have been previously proposed by Carruthers (1996; 1998a), by Mithen (1996), and by Spelke and colleagues (HermerVazquez et al., 1999; Spelke & Tsivkin 2001; Spelke, in press).”
Differential Ineffability and the Senses (2014, background): “A number of authors (e.g. Dennett, 1991; Spelke and Tsivkin, 2001; Mithen, 1996) have suggested that the special role of language in human cognition is to provide a new channel for cross-modal communication—language bridges the specialized cognitive modules acquired over eons of vertebrate…”
One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. (2007, unknown): “Indeed, Spelke and her colleagues (Feigenson et al., 2004; Hauser & Spelke, 2004; Spelke & Tsivkin, 2001a) proposed that children acquire the counting principles by mapping the numerals in their placeholder count list onto representations from each of the core number systems.”