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The case for continuity

Published online by Cambridge University Press:  19 May 2011

Rochel Gelman
Rochel Gelman
Affiliation:
Department of Psychology and Center for Cognitive Science, Rutgers University, Piscataway, NJ 08854-8020. rgelman@ruccs.rutgers.eduruccs.rutgers.edu/faculty/GnG/gelman.html
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Abstract

This article defends a continuity position. Infants can abstract numerosity and young preschool children do respond appropriately to tasks that tap their ability to use a count and cardinal value and/or arithmetic principles. Active use of a nonverbal domain of arithmetic serves to enable the child to find relevant data to build knowledge about the language and use rules of numerosity and quantity.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 34 , Issue 3 , June 2011 , pp. 127 - 128
Copyright
Copyright © Cambridge University Press 2011

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