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SEVEN does not mean NATURAL NUMBER, and children know more than you think

Published online by Cambridge University Press:  11 December 2008

Barbara W. Sarnecka
Barbara W. Sarnecka
Affiliation:
Department of Cognitive Sciences, University of California, Irvine, CA 92697-5100sarnecka@uci.eduhttp://www.cogsci.uci.edu/cogdev/sarnecka/index.html
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Abstract

Rips et al.'s critique is misplaced when it faults the induction model for not explaining the acquisition of meta-numerical knowledge: This is something the model was never meant to explain. More importantly, the critique underestimates what children know, and what they have achieved, when they learn the cardinal meanings of the number words “one” through “nine.”

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 31 , Issue 6 , December 2008 , pp. 668 - 669
Copyright
Copyright © Cambridge University Press 2008

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