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Barbara W Sarnecka

Showing results (1-10 of 22) with videos related to

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Frontiers in Psychology|October 28, 2014
On the relation between grammatical number and cardinal numbers in developmentBarbara W Sarnecka
Advances in Child Development and Behavior|December 5, 2012
A number of options: rationalist, constructivist, and Bayesian insights into the development of exact-number conceptsBarbara W Sarnecka, James Negen
Cognition|June 24, 2008
How counting represents number: what children must learn and when they learn itBarbara W Sarnecka, Susan Carey
The British Journal of Developmental Psychology|November 19, 2014
Is there really a link between exact-number knowledge and approximate number system acuity in young children?James Negen, Barbara W Sarnecka
Child Development|July 19, 2012
Number-concept acquisition and general vocabulary developmentJames Negen, Barbara W Sarnecka
Cognition|March 17, 2004
Six does not just mean a lot: preschoolers see number words as specificBarbara W Sarnecka, Susan A Gelman
Journal of Experimental Child Psychology|April 7, 2009
Levels of number knowledge during early childhoodBarbara W Sarnecka, Michael D Lee
Journal of Experimental Child Psychology|April 29, 2011
Find the picture of eight turtles: a link between children's counting and their knowledge of number word semanticsEmily B Slusser, Barbara W Sarnecka
Cognitive Science|March 16, 2010
A Model of Knower-Level Behavior in Number-Concept DevelopmentMichael D Lee, Barbara W Sarnecka
Developmental Psychology|February 12, 2014
Children's number-line estimation shows development of measurement skills (not number representations)Dale J Cohen, Barbara W Sarnecka
Pageof 3

Showing results (1-10 of 22) with videos related to

Sort By:
Pageof 3
Frontiers in Psychology|October 28, 2014
On the relation between grammatical number and cardinal numbers in developmentBarbara W Sarnecka
Advances in Child Development and Behavior|December 5, 2012
A number of options: rationalist, constructivist, and Bayesian insights into the development of exact-number conceptsBarbara W Sarnecka, James Negen
Cognition|June 24, 2008
How counting represents number: what children must learn and when they learn itBarbara W Sarnecka, Susan Carey
The British Journal of Developmental Psychology|November 19, 2014
Is there really a link between exact-number knowledge and approximate number system acuity in young children?James Negen, Barbara W Sarnecka
Child Development|July 19, 2012
Number-concept acquisition and general vocabulary developmentJames Negen, Barbara W Sarnecka
Cognition|March 17, 2004
Six does not just mean a lot: preschoolers see number words as specificBarbara W Sarnecka, Susan A Gelman
Journal of Experimental Child Psychology|April 7, 2009
Levels of number knowledge during early childhoodBarbara W Sarnecka, Michael D Lee
Journal of Experimental Child Psychology|April 29, 2011
Find the picture of eight turtles: a link between children's counting and their knowledge of number word semanticsEmily B Slusser, Barbara W Sarnecka
Cognitive Science|March 16, 2010
A Model of Knower-Level Behavior in Number-Concept DevelopmentMichael D Lee, Barbara W Sarnecka
Developmental Psychology|February 12, 2014
Children's number-line estimation shows development of measurement skills (not number representations)Dale J Cohen, Barbara W Sarnecka
Pageof 3