Number without a language model

scientific article

Number without a language model is …
instance of (P31):
scholarly articleQ13442814

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P819ADS bibcode2011PNAS..108.3163S
P356DOI10.1073/PNAS.1015975108
P932PMC publication ID3044352
P698PubMed publication ID21300893
P5875ResearchGate publication ID49817093

P50authorElizabeth SpelkeQ3051273
Susan Goldin-MeadowQ7647881
P2093author name stringMarie Coppola
Susan E Carey
Elizabet Spaepen
P2860cites workExact and approximate arithmetic in an Amazonian indigene groupQ28288043
Core knowledgeQ29399296
Grammatical Subjects in home sign: Abstract linguistic structure in adult primary gesture systems without linguistic inputQ34226520
Numerical cognition without words: evidence from AmazoniaQ34342219
Number and language: how are they related?Q34382740
The development of language-like communication without a language modelQ34394134
Spontaneous sign systems created by deaf children in two culturesQ34453412
Number as a cognitive technology: evidence from Pirahã language and cognition.Q34786038
Re-visiting the competence/performance debate in the acquisition of the counting principles.Q51923115
Preschool children master the logic of number word meanings.Q51965953
Gestural communication in deaf children: noneffect of parental input on language developmentQ71778515
Language and the origin of numerical conceptsQ80866417
P433issue8
P407language of work or nameEnglishQ1860
P304page(s)3163-3168
P577publication date2011-02-07
P1433published inProceedings of the National Academy of Sciences of the United States of AmericaQ1146531
P1476titleNumber without a language model
P478volume108

Reverse relations

cites work (P2860)
Q90385911An Introduction to the Approximate Number System
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Q28661016Communicating about quantity without a language model: number devices in homesign grammar
Q42149125Concept Innateness, Concept Continuity, and Bootstrapping
Q57442529Conceptual correlates of counting: Children’s spontaneous matching and tracking of large sets reflects their knowledge of the cardinal principle
Q42168032Counting or chunking? Mathematical and heuristic abilities in patients with corticobasal syndrome and posterior cortical atrophy.
Q30384205Current Perspectives on Cognitive Diversity.
Q35770527Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement
Q35627315Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model
Q35805035Developmental neuroscience of time and number: implications for autism and other neurodevelopmental disabilities
Q37072313Early Literacy and Numeracy Skills in Bilingual Minority Children: Toward a Relative Independence of Linguistic and Numerical Processing
Q34195111Early communicative gestures prospectively predict language development and executive function in early childhood
Q34071918From iconic handshapes to grammatical contrasts: longitudinal evidence from a child homesigner
Q42929608Generating a lexicon without a language model: Do words for number count?
Q24606902Grey parrot number acquisition: the inference of cardinal value from ordinal position on the numeral list
Q38562496Is Finger-counting Necessary for the Development of Arithmetic Abilities?
Q38855067Language, procedures, and the non-perceptual origin of number word meanings
Q50571261Language-specific memory for everyday arithmetic facts in Chinese-English bilinguals.
Q37541280Modeling the emergence of lexicons in homesign systems
Q90637801Number gestures predict learning of number words
Q38086507Numerical architecture
Q37412331Of adding oranges and apples: how non-abstract representations may foster abstract numerical cognition
Q91870085One-to-one correspondence without language
Q36335855Symbol-value association and discrimination in the archerfish
Q47375321The Cognitive Advantages of Counting Specifically: A Representational Analysis of Verbal Numeration Systems in Oceanic Languages
Q28111723The emergence of temporal language in Nicaraguan Sign Language
Q35027777The impact of time on predicate forms in the manual modality: signers, homesigners, and silent gesturers
Q41647640The precision of mapping between number words and the approximate number system predicts children's formal math abilities
Q35903174The two-word stage: motivated by linguistic or cognitive constraints?
Q57730938The typology and diachrony of higher numerals in Indo-European: a phylogenetic comparative study
Q30580982Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality