Sum: Acquisition of numbers

Wed Apr 11 20:52:52 UTC 2007

Dear Colleagues:

A few weeks ago I posted a message on behalf of my colleague Charles Elerick about the acquisition of numbers. Charles is very grateful to all who so kindly (and quickly) responded. Here is a summary of the references.

Thanks, María

Bibliographic Resources: The Acquisition of Number Concepts and Number Words

Bloom, P., & Wynn, K. (1997). Linguistic cues in the acquisition of number words. Journal of Child Language, 24, 511-533.

Carey, S. (2001). Cognitive foundations of arithmetic: Evolution and 
ontogenisis. Mind & Language, 16(1), 37-55. 

Carey, S. (2001). Bridging the gap between cognitive development and 
developmental neuroscience: A case study of the representation of number. In 
C. A. Nelson, & M. Luciana (Eds.), The handbook of developmental cognitive 
neuroscience (pp. 415-432). Cambridge MA: MIT Press. 

Carey, S. (2004). Bootstraping & the origin of concepts. Daedalus, Winter, 
59-68. 

Carey, S., & Spelke, E. (in press). Bootstrapping the integer list: 
Representation of number. In J. Mehler, & L. Bonatti (Eds.), Developmental 
cognitive science. Cambridge MA: MIT Press. 

Cordes, S., Gelman, R., & Gallistel, C. R. (2001). Variability signatures 
distinguish verbal from nonverbal counting for both large and small numbers. 
Psychonomic Bulletin & Review, 8(4), 698-707. 

Fuson, Karen. Children's Counting and Concepts of Number; Erlbaum, 1988.

Gelman, R., & Butterworth, B. (2005). Number and language: How are they 
related? Trends in Cognitive Sciences, 9(1), 6-10. 

Le Corre, M., van Walle, G. de, Brannon, E. M., & Carey, S. (2006). 
Re-visiting the competence/performance debate in the acquisition of the 
counting principles. Cognitive Psychology, 52, 130-169. 

Mix, K. S., Huttenlocher, J., & Levine, S. C. (2002). Multiple cues for 
quantification in infancy: Is number one of them? Psychological Bulletin, 
128(2), 278-294. 

Musolino, J. (2004). The semantics and acquisition of number words: 
Integrating linguistic and developmental perspectives. Cognition, 93, 1-41. 

Pollmann, T. (2003). Some principles involved in the acquisition of number words.  Language Acquisition, 11, 1-31.

Rips, L. J., Asmuth, J., & Bloomfield, A. (2006). Giving the boot to the 
bootstrap: How not to learn the natural numbers. Cognition, 101(3), B51-B60. 

Sarnecka, B. W., & Gelman, S. A. (2004). Six does not just mean a lot: 
Preschoolers see number words as specific. Cognition, 92, 329-352. 

Sfard, A., & Lavie, I. (2005). Why cannot children see as the same what 
grown-up cannot see as different? Early numerical thinking revisited. 
Cognition and Instruction, 23(2), 237-309. 

Simon, T. J. (1997). Reconceptualizing the origins of number knowledge: A 
"non-numerical" account. Cognitive Development, 12, 349-372. 

Skwarchuk, S., & Anglin, J.  (2002). Children's acquisition of the English cardinal number words: A special case of vocabulary development.  Journal of Educational Psychology, 94, 107-25.

Smith, C. L., Solomon, G. E. A., & Carey, S. (2005). Never getting to zero: 
Elementary school students' unterstanding of the infinite divisibility of 
number and matter. Cognitive Psychology, 51, 101-140. 

Wiese, Heike (1996): Der Status von Numeralia. Ein Beitrag zur Klärung des Klassifikationsproblems für Kardinalia, Ordinalia und 'Nummer'-Konstruktionen. (The status of numerals. A proposal concerning the problem of categorising cardinals, ordinals and '#'-constructions). Lund [= Sprache und Pragmatik 39]. pdf-file <http://www2.hu-berlin.de/linguistik/institut/wiese/publications/HWStatus.pdf> 

María Blume

Assistant Professor

LA 119

Languages and Linguistics Department

University of Texas at El Paso

915-747-6320

mblume at utep.edu

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