Do children learn number words by associating them with perceptual magnitudes? Recent
studies argue that approximate numerical magnitudes play a foundational role in the …

A well-known characteristic of working memory (WM) is its limited capacity. The source of
such limitations, however, is a continued point of debate. Developmental research is …

Since the publication of [Gelman, R., & Gallistel, CR (1978). The child's understanding of
number. Cambridge, MA: Harvard University Press.] seminal work on the development of …

In acquiring number words, children exhibit a qualitative leap in which they transition from
understanding a few number words, to possessing a rich system of interrelated numerical …

Like most cognitive scientists, I take concepts to be mental symbols. Mental symbols are not
all concepts, as there are also sensory representations, motor representations, and …

This study examined whether singular/plural marking in a language helps children learn the
meanings of the words 'one,''two,'and 'three.'First, CHILDES data in English, Russian (which …

We explored children's early interpretation of numerals and linguistic number marking, in
order to test the hypothesis (eg, Carey (2004). Bootstrap** and the origin of concepts …

Adults can expand their limited working memory capacity by using stored conceptual
knowledge to chunk items into interrelated units. For example, adults are better at …

For externalists, semantic content–meaning–consists in the connection between language
and the external environment: words' meaning, roughly speaking, is their reference to the …

Deaf and hard of hearing (DHH) children who are not exposed to fluent sign language from
birth generally fall behind their hearing peers in mathematics. These disparities are …