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Thinking about time and number: An application of the dual-systems approach to numerical cognition
Karoline Lohse1, Elena Sixtus1, Jan Lonnemann1
1Empirical Childhood Research, University of Potsdam, 14476Potsdam, Germany. lohsek@uni-potsdam.deesixtus@uni-potsdam.delonnemann@uni-potsdam.dewww.uni-potsdam.de/de/eki/mitarbeiterinnen/dr-karoline-lohse www.uni-potsdam.de/de/eki/mitarbeiterinnen/dr-elena-sixtus.html www.uni-potsdam.de/de/eki/mitarbeiterinnen/prof-dr-jan-lonnemann.
Abstract:
Based on the notion that time, space, and number are part of a generalized magnitude system, we assume that the dual-systems approach to temporal cognition also applies to numerical cognition. Referring to theoretical models of the development of numerical concepts, we propose that children's early skills in processing numbers can be described analogously to temporal updating and temporal reasoning.
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