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1
Can statistical learning bootstrap the integers?
In: Cognition. - Amsterdam [u.a] : Elsevier 128 (2013) 3, 320-330
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2
Rebooting the bootstrap argument: Two puzzles for bootstrap theories of concept development
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 34 (2011) 3, 145-146
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3
Précis of "The Origin of Concepts" : [including open peer commentary and author's response]
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 34 (2011) 3, 113-167
BLLDB
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4
Two causal theories of counterfactual conditionals
In: Cognitive science. - Hoboken, NJ : Wiley-Blackwell 34 (2010) 2, 175-221
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5
Do children learn the integers by induction?
In: Cognition. - Amsterdam [u.a] : Elsevier 106 (2008) 2, 940-951
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6
Proto-numerosities and concepts of number: Biologically plausible and culturally mediated top-down mathematical schemas
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 665
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7
Set representations required for the acquisition of the “natural number” concept
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 655
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8
SEVEN does not mean NATURAL NUMBER, and children know more than you think
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 668
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9
Math schemata and the origins of number representations
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 645
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10
Finger counting: The missing tool?
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 642
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11
Precursors to number: Equivalence relations, less-than and greater-than relations, and units
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 670
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12
Natural number concepts: No derivation without formalization
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 666
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13
Differences between the philosophy of mathematics and the psychology of number development
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 648
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14
A spatial perspective on numerical concepts
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 651
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15
Look Ma, no fingers! Are children numerical solipsists?
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 654
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16
The origins of number: Getting developmental
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 662
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17
Early numerical representations and the natural numbers: Is there really a complete disconnect?
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 660
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18
What is still needed? On nativist proposals for acquiring concepts of natural numbers
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 646
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19
The role of the brain in the metaphorical mathematical cognition
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 658
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20
Making numbers out of magnitudes
In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 662
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