One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles.

By Mathieu Le Corre, Susan Carey. Cognition, 2007

682 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6cb67c1b363e2b70c96d1c38fbdb76a9129e2914

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In Developmental and Educational Psychology

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Citations in the corpus

Neurocognitive Architectures and the Nonsymbolic Foundations of Fractions Understanding (2016, positive): “It is important to recall that it takes years for young children to gain explicit knowledge of the cardinal values of natural numbers even after memorizing the count sequence (e.g., Briars & Siegler, 1984; Le Corre & Carey, 2007, Piazza, 2010).”
Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding. (2009, background): “This poor understanding of the rank order of numerical magnitudes is evident in preschoolers’ inaccurate numerical magnitude comparison (Ramani & Siegler, 2008; Whyte & Bull, 2008), number line estimation (Siegler & Ramani, 2008; Whyte & Bull, 2008), and performance on several other measures of nume”
Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status Kindergarten Children (2009, background): “During development, the integration of these systems through verbal counting is thought to pave the way to a detailed understanding of exact number (Carey, 2001; Le Corre & Carey, 2007; Lipton & Spelke, 2005).”
Math Shelf: A Randomized Trial of a Prekindergarten Tablet Number Sense Curriculum (2016, background): “With teacher and parental guidance, children start to connect numerals with quantities, distinguish between successive numbers, and understand that numerals have magnitudes (Griffin, Case, & Siegler, 1994; Le Corre & Carey, 2007; Sarnecka & Carey, 2008; Schaeffer, Eggleston, & Scott, 1974).”
Math talk during informal learning activities in Head Start families (2015, background): “For example, critical components of the development of children’s numerical magnitude knowledge are counting and understanding the ordinal relations of numbers (Le Corre & Carey, 2007; Siegler & Ramani, 2011).”
Do humans have two systems to track beliefs and belief-like states? (2009, background): “, Feigenson , Dehaene , & Spelke , 2004 ; Le Corre & Carey , 2007 , for recent discussions ) .”
Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior (2016, background): “For example, CP-knowers (please refer to Box 1) were more accurate than subset-knowers at performing cross-format comparisons across symbolic and nonsymbolic notations [24].”
Are Spatial-Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No (2015, background): “However, for children this is less obvious (Le Corre & Carey, 2007; Wynn, 1992).”