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Recursive reminding and children's concepts of number

Published online by Cambridge University Press:  11 December 2008

Douglas L. Hintzman
Douglas L. Hintzman
Affiliation:
Department of Psychology, University of Oregon, Eugene, OR 97403hintzman@uoregon.edu
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Abstract

According to the recursive reminding hypothesis, repetition interacts with episodic memory to produce memory representations that encode – and recursively embed – experiences of reminding. These representations provide the rememberer with a basis for differentiating among the first time something happens, the second time it happens, and so on. I argue that such representations could mediate children's understanding of natural number.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 31 , Issue 6 , December 2008 , pp. 656 - 657
Copyright
Copyright © Cambridge University Press 2008

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