Counting Enhances Kindergarteners’ Mappings of Number Words Onto Numerosities
We can make sense of how many a number represents by mapping the symbolic number word system onto the non-symbolic, approximate number system. This study adopted an intervention design to examine whether counting is essential in driving the formation of such symbolic-non-symbolic mappings. We compar...
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
Frontiers Media S.A.
2020-02-01
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| Colecção: | Frontiers in Psychology |
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| Acesso em linha: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00153/full |
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