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<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Dear Colleagues:<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>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.<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Thanks, Marķa<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><b><font size=3 face="Times New Roman"><span
style='font-size:12.0pt;font-weight:bold'>Bibliographic Resources: The
Acquisition of Number Concepts and Number Words<br>
<br>
<o:p></o:p></span></font></b></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Bloom,
P., & Wynn, K. (1997). Linguistic cues in the acquisition of number words.
Journal of Child Language, 24, 511-533.<br>
<br>
Carey, S. (2001). Cognitive foundations of arithmetic: Evolution and <br>
ontogenisis. Mind & Language, 16(1), 37–55. <o:p></o:p></span></font></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Carey, S.
(2001). Bridging the gap between cognitive development and <br>
developmental neuroscience: A case study of the representation of number. In <br>
C. A. Nelson, & M. Luciana (Eds.), The handbook of developmental cognitive <br>
neuroscience (pp. 415–432). <st1:place w:st="on"><st1:City w:st="on">Cambridge</st1:City>
<st1:State w:st="on">MA</st1:State></st1:place>: MIT Press. <o:p></o:p></span></font></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Carey, S.
(2004). Bootstraping & the origin of concepts. Daedalus, Winter, <br>
59–68. <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Carey, S., & Spelke, E. (in press). Bootstrapping the integer list:
<br>
Representation of number. In J. Mehler, & L. Bonatti (Eds.), Developmental <br>
cognitive science. <st1:place w:st="on"><st1:City w:st="on">Cambridge</st1:City>
<st1:State w:st="on">MA</st1:State></st1:place>: MIT Press. <br>
<br>
<o:p></o:p></span></font></p>
<p><font size=3 face="Times New Roman"><span lang=FR style='font-size:12.0pt'>Cordes,
S., Gelman, R., & Gallistel, C. R. (2001). </span>Variability signatures <br>
distinguish verbal from nonverbal counting for both large and small numbers. <br>
Psychonomic Bulletin & Review, 8(4), 698–707. <o:p></o:p></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Fuson, Karen. Children's Counting and Concepts of Number; Erlbaum,
1988.<o:p></o:p></span></font></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Gelman,
R., & Butterworth, B. (2005). Number and language: How are they <br>
related? </span></font><span lang=FR>Trends in Cognitive Sciences, 9(1),
6–10. <o:p></o:p></span></p>
<p><font size=3 face="Times New Roman"><span lang=FR style='font-size:12.0pt'>Le
Corre, M., van Walle, G. de, Brannon, E. M., & Carey, S. (2006). <br>
</span>Re-visiting the competence/performance debate in the acquisition of the <br>
counting principles. </font><span lang=FR>Cognitive Psychology, 52,
130–169. <o:p></o:p></span></p>
<p><font size=3 face="Times New Roman"><span lang=FR style='font-size:12.0pt'>Mix,
K. S., Huttenlocher, J., & Levine, S. C. (2002). </span>Multiple cues for <br>
quantification in infancy: Is number one of them? Psychological Bulletin, <br>
128(2), 278–294. <o:p></o:p></font></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Musolino,
J. (2004). The semantics and acquisition of number words: <br>
Integrating linguistic and developmental perspectives. Cognition, 93,
1–41. <o:p></o:p></span></font></p>
<p class=MsoNormal><span class=namenowrap><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<p class=MsoNormal><span class=namenowrap><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'><o:p> </o:p></span></font></span></p>
<p class=MsoNormal><span class=namenowrap><font size=3 face="Times New Roman"><span
style='font-size:12.0pt'>Pollmann, T. </span></font></span><span class=wbr>(2003).
</span>Some principles involved in the acquisition of number words.
Language Acquisition, 11, 1-31.<o:p></o:p></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Rips, L.
J., Asmuth, J., & Bloomfield, A. (2006). Giving the boot to the <br>
bootstrap: How not to learn the natural numbers. Cognition, 101(3), B51-B60. <o:p></o:p></span></font></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Sarnecka,
B. W., & Gelman, S. A. (2004). Six does not just mean a lot: <br>
Preschoolers see number words as specific. Cognition, 92, 329–352. <o:p></o:p></span></font></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Sfard,
A., & Lavie, <st1:place w:st="on">I.</st1:place> (2005). Why cannot
children see as the same what <br>
grown-up cannot see as different? Early numerical thinking revisited. <br>
Cognition and Instruction, 23(2), 237–309. <o:p></o:p></span></font></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Simon, T.
J. (1997). Reconceptualizing the origins of number knowledge: A <br>
"non-numerical" account. Cognitive Development, 12, 349–372. <o:p></o:p></span></font></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>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.<br>
<br>
<o:p></o:p></span></font></p>
<p><font size=3 face="Times New Roman"><span style='font-size:12.0pt'>Smith, C.
L., Solomon, G. E. A., & Carey, S. (2005). Never getting to zero: <br>
Elementary school students' unterstanding of the infinite divisibility of <br>
number and matter. Cognitive Psychology, 51, 101–140. <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'>Wiese, Heike (1996): <i><span style='font-style:italic'>Der Status von
Numeralia. Ein Beitrag zur Klärung des Klassifikationsproblems für Kardinalia,
Ordinalia und 'Nummer'-Konstruktionen</span></i>. (The status of numerals. A
proposal concerning the problem of categorising cardinals, ordinals and
'#'-constructions). <st1:place w:st="on"><st1:City w:st="on">Lund</st1:City></st1:place>
[= Sprache und Pragmatik 39]. <a
href="http://www2.hu-berlin.de/linguistik/institut/wiese/publications/HWStatus.pdf">pdf-file</a><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 face=Arial><span style='font-size:10.0pt;
font-family:Arial'><o:p> </o:p></span></font></p>
<p class=MsoAutoSig><font size=3 color=teal face="CG Omega"><span lang=FR
style='font-size:12.0pt;font-family:"CG Omega";color:teal'>Marķa Blume<o:p></o:p></span></font></p>
<p class=MsoAutoSig><font size=3 color=teal face="CG Omega"><span lang=FR
style='font-size:12.0pt;font-family:"CG Omega";color:teal'>Assistant Professor<o:p></o:p></span></font></p>
<p class=MsoAutoSig><font size=3 color=teal face="CG Omega"><span lang=FR
style='font-size:12.0pt;font-family:"CG Omega";color:teal'>LA 119<o:p></o:p></span></font></p>
<p class=MsoAutoSig><font size=3 color=teal face="CG Omega"><span
style='font-size:12.0pt;font-family:"CG Omega";color:teal'>Languages and
Linguistics Department<o:p></o:p></span></font></p>
<p class=MsoAutoSig><st1:PlaceType w:st="on"><font size=3 color=teal
face="CG Omega"><span style='font-size:12.0pt;font-family:"CG Omega";
color:teal'>University</span></font></st1:PlaceType><font color=teal
face="CG Omega"><span style='font-family:"CG Omega";color:teal'> of <st1:PlaceName
w:st="on">Texas</st1:PlaceName> at <st1:City w:st="on"><st1:place w:st="on">El
Paso</st1:place></st1:City><o:p></o:p></span></font></p>
<p class=MsoAutoSig><font size=3 color=teal face="CG Omega"><span
style='font-size:12.0pt;font-family:"CG Omega";color:teal'>915-747-6320<o:p></o:p></span></font></p>
<p class=MsoAutoSig><font size=3 color=teal face="CG Omega"><span
style='font-size:12.0pt;font-family:"CG Omega";color:teal'>mblume@utep.edu<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
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