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dc.contributor.authorHuang, Yi
dc.contributor.authorSpelke, Elizabeth S.
dc.contributor.authorSnedeker, Jesse
dc.date.accessioned2010-06-28T16:16:00Z
dc.date.issued2010
dc.identifier.citationHuang, Yi Ting, Elizabeth Spelke, and Jesse Snedeker. 2010. When is four far more than three? Children’s generalization of newly-acquired number words. Psychological Science 21(4): 600-606.en_US
dc.identifier.issn0956-7976en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:4264760
dc.description.abstractWhat is the relationship between children’s first number words and number concepts? We used training tasks to explore children’s interpretation of number words as they acquired their meanings. Children who had mastered the meanings of only the first two or three number words were systematically provided with varied input on the next word-to-quantity mapping, and their extension of the newly-trained word was assessed across a variety of test items. Children who had mastered number words to three generalized training on four to new objects and nouns, with approximate accuracy. In contrast, children who had mastered only one and two learned to apply three reliably within a single count noun context (three dogs) but not to new objects labeled with different nouns (three cows). Both findings suggest that children fail to map newly-learned words in their counting routine to fully abstract concepts of natural number.en_US
dc.description.sponsorshipPsychologyen_US
dc.language.isoen_USen_US
dc.publisherSAGE Publicationsen_US
dc.relation.isversionofdoi:10.1177/0956797610363552en_US
dc.relation.hasversionwww.unc.edu/.../Huang,%20Spelke,%20Snedeker%20(2010)%20PsychSci.pdfen_US
dash.licenseOAP
dc.subjectcountingen_US
dc.subjectword learningen_US
dc.subjectnumerical conceptsen_US
dc.subjectcognitive developmenten_US
dc.titleWhen is Four Far More Than Three? Children’s Generalization of Newly-Acquired Number Wordsen_US
dc.typeJournal Articleen_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalPsychological Science -Cambridge-en_US
dash.depositing.authorSnedeker, Jesse
dc.date.available2010-06-28T16:16:00Z
dc.identifier.doi10.1177/0956797610363552*
dash.contributor.affiliatedHuang, Yi
dash.contributor.affiliatedSpelke, Elizabeth
dash.contributor.affiliatedSnedeker, Jesse


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