How infants process addition and subtraction events
By L. Cohen, K. Marks. 2002
126 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/54f87277d320d1fef988bc6b6d7b7707556196a2
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
- Jedediah W. P. Allen
- David C. Geary
- Mark H. Bickhard
- Nancy C. Jordan
- John Sweller
- Ulf Andersson
- Fred Paas
- M. Flinn
In Education
- David C. Geary
- Robert S. Siegler
- Nancy C. Jordan
- Ulf Andersson
- Geetha B. Ramani
- R. Vukovic
- R. Gersten
- Camilla Gilmore
In Statistics and Probability
- David C. Geary
- Robert S. Siegler
- Nancy C. Jordan
- Ulf Andersson
- Geetha B. Ramani
- R. Vukovic
- R. Gersten
- Camilla Gilmore
Citations in the corpus
- Stepping off the pendulum: Why only an action-based approach can transcend the nativist–empiricist debate (2013, background): “Cohen and Marks (2002) proposed that infant behavior in Wynn's addition and subtraction tasks could be the result of responding to perceptual familiarity rather than to conceptual novelty.”
- Development of Mathematical Understanding. (2007, background): “Infants tend to look longer at unexpected events ( but see Cohen & Marks, 2002).”