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Hutchison, Jane E.; Ansari, Daniel; Zheng, Samuel; De Jesus, Stefanie; Lyons, Ian M. – Developmental Science, 2020
A long-standing debate in the field of numerical cognition concerns the degree to which symbolic and non-symbolic processing are related over the course of development. Of particular interest is the possibility that this link depends on the range of quantities in question. Behavioral and neuroimaging research with adults suggests that symbolic and…
Descriptors: Kindergarten, Numbers, Cognitive Processes, Young Children
Holloway, Ian D.; Ansari, Daniel – Journal of Cognitive Neuroscience, 2010
Because number is an abstract quality of a set, the way in which a number is externally represented does not change its quantitative meaning. In this study, we examined the development of the brain regions that support format-independent representation of numerical magnitude. We asked children and adults to perform both symbolic (Hindu-Arabic…
Descriptors: Brain Hemisphere Functions, Specialization, Cognitive Processes, Numbers
Ansari, Daniel – Learning and Individual Differences, 2010
The present paper provides a critical overview of how adult neuropsychological models have been applied to the study of the atypical development of numerical cognition. Specifically, the following three assumptions are challenged: 1. Profiles of strength and weaknesses do not change over developmental time. 2. Similar neuronal structures are…
Descriptors: Number Concepts, Neuropsychology, Schemata (Cognition), Numeracy
Van Herwegen, Jo; Ansari, Daniel; Xu, Fei; Karmiloff-Smith, Annette – Developmental Science, 2008
Previous studies have suggested that typically developing 6-month-old infants are able to discriminate between small and large numerosities. However, discrimination between small numerosities in young infants is only possible when variables continuous with number (e.g. area or circumference) are confounded. In contrast, large number discrimination…
Descriptors: Toddlers, Infants, Number Concepts, Numeracy