| P50 | author | Susan Goldin-Meadow | Q7647881 |
| | Elizabeth A. Gunderson | Q47876931 |
| | Susan C. Levine | Q98214473 |
| P2093 | author name string | Elizabet Spaepen | |
| | Dominic J Gibson | |
| P2860 | cites work | One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles | Q28660860 |
| | Communicating about quantity without a language model: number devices in homesign grammar | Q28661016 |
| | When is four far more than three? Children's generalization of newly acquired number words | Q28743871 |
| | Grammatical morphology as a source of early number word meanings | Q30557399 |
| | The enigma of number: why children find the meanings of even small number words hard to learn and how we can help them do better | Q33983240 |
| | The development of arithmetical abilities | Q34386202 |
| | Gesture paves the way for language development | Q34415791 |
| | Number without a language model | Q34602324 |
| | Levels of number knowledge during early childhood | Q35081073 |
| | Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge. | Q35224259 |
| | Finger numeral representations: more than just another symbolic code | Q35526599 |
| | From grammatical number to exact numbers: early meanings of 'one', 'two', and 'three' in English, Russian, and Japanese | Q36569875 |
| | Inference and exact numerical representation in early language development | Q38378335 |
| | How counting represents number: what children must learn and when they learn it. | Q38389437 |
| | Masked priming effect with canonical finger numeral configurations | Q38394745 |
| | Linguistic cues in the acquisition of number words | Q38454115 |
| | Does learning to count involve a semantic induction? | Q38477677 |
| | A Model of Knower-Level Behavior in Number-Concept Development. | Q39562381 |
| | Nature and culture of finger counting: diversity and representational effects of an embodied cognitive tool | Q39603358 |
| | Approximate number word knowledge before the cardinal principle. | Q41740714 |
| | Children's understanding of counting | Q41872552 |
| | Generating a lexicon without a language model: Do words for number count? | Q42929608 |
| | Spatial enumeration without counting | Q44491842 |
| | Cross-linguistic relations between quantifiers and numerals in language acquisition: evidence from Japanese | Q46869976 |
| | Gesture as a window onto children's number knowledge | Q48003120 |
| | Children's learning of number words in an indigenous farming-foraging group | Q48078305 |
| | A head for figures | Q48193114 |
| | School readiness and later achievement | Q48374858 |
| | Preschool children's mathematical knowledge: The effect of teacher "math talk.". | Q48460452 |
| | Individual differences in numerical abilities in preschoolers. | Q51868910 |
| | Does finger training increase young children's numerical performance? | Q51889223 |
| | More gestures than answers: children learning about balance. | Q52085850 |
| | Structural alignment facilitates the noticing of differences. | Q52131061 |
| | The role of gesture in children's learning to count. | Q52172528 |
| | Gesture-speech mismatch and mechanisms of learning: what the hands reveal about a child's state of mind. | Q52222660 |
| | The mismatch between gesture and speech as an index of transitional knowledge | Q69588697 |
| | Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering | Q90213957 |
| P433 | issue | 3 | |
| P304 | page(s) | e12791 | |
| P577 | publication date | 2019-02-04 | |
| P1433 | published in | Developmental Science | Q15710151 |
| P1476 | title | Number gestures predict learning of number words | |
| P478 | volume | 22 | |