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Direct linkBarth, Hilary; Starr, Ariel; Sullivan, Jessica – Cognitive Development, 2009
Previous studies have suggested that children's learning of the relation between number words and approximate numerosities depends on their verbal counting ability, and that children exhibit no knowledge of mappings between number words and approximate numerical magnitudes for number words outside their productive verbal counting range. In the…
Descriptors: Numbers, Exhibits, Cognitive Mapping, Computation
