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What is the precise role of cognitive control in the development of a sense of number?

Published online by Cambridge University Press:  27 July 2017

Rebecca Merkley ,
Gaia Scerif  and
Daniel Ansari
Rebecca Merkley
Affiliation:
Numerical Cognition Laboratory, Department of Psychology, The University of Western Ontario, London, Ontario N6A 3K7, Canadarebecca.merkley@gmail.comdaniel.ansari@uwo.cahttp://www.numericalcognition.org/
Gaia Scerif
Affiliation:
Attention, Brain, and Cognitive Development Group, Department of Experimental Psychology, University of Oxford, Oxford OX1 3UD, United Kingdomgaia.scerif@psy.ox.ac.ukhttps://www.psy.ox.ac.uk/research/attention-brain-and-cognitive-development-group
Daniel Ansari
Affiliation:
Numerical Cognition Laboratory, Department of Psychology, The University of Western Ontario, London, Ontario N6A 3K7, Canadarebecca.merkley@gmail.comdaniel.ansari@uwo.cahttp://www.numericalcognition.org/
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Abstract

The theory put forward by Leibovich et al. of how children acquire a sense of number does not specify the mechanisms through which cognitive control plays a role in this process. We argue that visual attention and number word knowledge influence each other over development and contribute to the development of the concept of number.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 40 , 2017 , e179
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Copyright
Copyright © Cambridge University Press 2017 

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