Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle
Sella, F., Berteletti, I., Lucangeli, D., & Zorzi, M. (2017). Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle. Cognition, 158, 56-67 doi: 10.1016/j.cognition.2016.10.010.
Sella.et.al.Cognition.2017.pdf
—
PDF document,
389 KB (398922 bytes)