2019
DOI: 10.1016/j.cognition.2018.11.005
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Contrast and entailment: Abstract logical relations constrain how 2- and 3-year-old children interpret unknown numbers

Abstract: Do children understand how different numbers are related before they associate them with specific cardinalities? We explored how children rely on two abstract relations -contrast and entailment -to reason about the meanings of 'unknown' number words. Previous studies argue that, because children give variable amounts when asked to give an unknown number, all unknown numbers begin with an existential meaning akin to some. In Experiment 1, we tested an alternative hypothesis, that because numbers belong to a sca… Show more

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Cited by 4 publications
(2 citation statements)
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“…Children first learn number words in a fixed, ascending order by rote memorizing the count list like a nursery rhyme, creating associations between the sounds of different number words before they know any of their meanings (Wynn, 1990;Carey, 2009). When they later begin to learn numerical meanings, they start with intuitions about how the meanings of unknown number words relate to each other (Feiman et al, 2019), and rely on the meanings of smaller number words that they learn first to understand the meanings of words higher in the count list (Barner, 2017;Barner & Bachrach, 2010). Thus, on multiple accounts, access to numerical alternatives is necessary to construct numerical meanings.…”
Section: Negate Alternative(s)mentioning
confidence: 99%
“…Children first learn number words in a fixed, ascending order by rote memorizing the count list like a nursery rhyme, creating associations between the sounds of different number words before they know any of their meanings (Wynn, 1990;Carey, 2009). When they later begin to learn numerical meanings, they start with intuitions about how the meanings of unknown number words relate to each other (Feiman et al, 2019), and rely on the meanings of smaller number words that they learn first to understand the meanings of words higher in the count list (Barner, 2017;Barner & Bachrach, 2010). Thus, on multiple accounts, access to numerical alternatives is necessary to construct numerical meanings.…”
Section: Negate Alternative(s)mentioning
confidence: 99%
“…Children first learn number words in a fixed, ascending order by rote memorizing the count list like a nursery rhyme, creating associations between the sounds of different number words before they know any of their meanings (Wynn, 1990;Carey, 2009). When they later begin to learn numerical meanings, they start with intuitions about how the meanings of unknown number words relate to each other (Feiman et al, 2019), and rely on the meanings of smaller number words that they learn first to understand the meanings of words higher in the count list (Barner, 2017;Barner & Bachrach, 2010). Thus, on multiple accounts, access to numerical alternatives is necessary to construct numerical meanings.…”
Section: The Case Of Some Vs Numbermentioning
confidence: 99%