Similarity and Numerical Equivalence: Appearances Count
By Kelly S. Mix. 1999
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Herbert Roeyers
- A. Desoete
- A. Dowker
- Ji Yeon Son
- Anne-Emmanuelle Ceulemans
- Robert L. Goldstone
- Anne Huylebroeck
- Yasuaki Sakamoto
Citations in the corpus
- The transfer of abstract principles governing complex adaptive systems. (2003, background): “In this manner, the superficial similarities allow a poor comprehender to bootstrap their way to a more sophisticated understanding (Mix, 1999; Ratterman & Gentner, 1998).”
- Individual differences in arithmetic (2012, background): “, 2000); for the recognition of numerical equivalence between sets (Mix, 1999); and for order irrelevance (Cowan et al.”
- Subitizing or counting as possible screening variables for learning disabilities in mathematics education or learning (2009, background): “infants responding to a change in contour length instead of to a change in number (Lipton & Spelke, 2003; Mix, 1999; Mix, Huttenlocher, & Levine, 2002; Xu, 2003; Xu & Spelke, 2000; Xu et al., 2005).”
- Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias (2005, background): “Research found that the degree of surface similarity between sets of objects being compared affected children’s performance on tasks to determine the numerical relation between the sets (Mix, 1999).”
- Acquisition of the cardinal word principle: The role of input (2012, unknown): “The Give-n task is widely used to assess children’s understanding of the Cardinal Word Principle (LeCorre & Carey, 2007; Mix, Huttenlocher, & Levine, 1996; Mix, 1999a, 1999b, 2008b; Sarnecka & Carey, 2008; Schaeffer et al., 1974; Wynn, 1990, 1992).”
- Amount Versus Number: Infants' Use of Area and Contour Length to Discriminate Small Sets (2001, background): “For example, Mix (1999) reported that preschool children can match identical sets of objects (e.g., two dots equals two dots) earlier than they can match dissimilar sets (e.g., two dolls equals two dots).”
- The Transfer of Scientific Principles Using Concrete and Idealized Simulations (2005, background): ““If this food pile is picked, then this ant will move to it the fastest.””