Magnitude representations and counting skills in preschool children

When children learn to count, they map newly acquired symbolic representations of number onto preexisting nonsymbolic representations. The nature and timing of this mapping is currently unclear. Some researchers have suggested this mapping process helps children understand the cardinal principle of...

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Bibliographic Details
Main Authors: Sophie Batchelor, Sarah Keeble, Camilla Gilmore
Format: Default Article
Published: 2015
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Online Access:https://hdl.handle.net/2134/17015
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