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Hamlin, J. Kiley; Ullman, Tomer; Tenenbaum, Josh; Goodman, Noah; Baker, Chris – Developmental Science, 2013
Evaluating individuals based on their pro- and anti-social behaviors is fundamental to successful human interaction. Recent research suggests that even preverbal infants engage in social evaluation; however, it remains an open question whether infants' judgments are driven uniquely by an analysis of the mental states that motivate others' helpful…
Descriptors: Infants, Social Cognition, Bayesian Statistics, Infant Behavior
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Barth, Hilary C.; Paladino, Annie M. – Developmental Science, 2011
How do our mental representations of number change over development? The dominant view holds that children (and adults) possess multiple representations of number, and that age and experience lead to a shift from greater reliance upon logarithmically organized number representations to greater reliance upon more accurate, linear representations.…
Descriptors: Children, Numeracy, Developmental Stages, Computation
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Brissiaud, Remi; Sander, Emmanuel – Developmental Science, 2010
Before instruction, children solve many arithmetic word problems with informal strategies based on the situation described in the problem. A Situation Strategy First framework is introduced that posits that initial representation of the problem activates a situation-based strategy even after instruction: only when it is not efficient for providing…
Descriptors: Problem Solving, Mental Computation, Word Problems (Mathematics), Arithmetic
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Libertus, Melissa E.; Feigenson, Lisa; Halberda, Justin; Landau, Barbara – Developmental Science, 2014
All numerate humans have access to two systems of number representation: an exact system that is argued to be based on language and that supports formal mathematics, and an Approximate Number System (ANS) that is present at birth and appears independent of language. Here we examine the interaction between these two systems by comparing the…
Descriptors: Congenital Impairments, Genetic Disorders, Mental Retardation, Number Systems
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Opfer, John E.; Martens, Marilee A. – Developmental Science, 2012
Experience engenders learning, but not all learning involves representational change. In this paper, we provide a dramatic case study of the distinction between learning and representational change. Specifically, we examined long- and short-term changes in representations of numeric magnitudes by asking individuals with Williams syndrome (WS) and…
Descriptors: Children, Computation, Numbers, Change