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  1. Interpreting Degree Semantics.Alexis Wellwood - 2020 - Frontiers in Psychology 10.
    Contemporary research in compositional, truth-conditional semantics often takes judgments of the relative unacceptability of certain phrasal combinations as evidence for lexical semantics. For example, observing that completely full sounds perfectly natural whereas completely tall does not has been used to motivate a distinction whereby the lexical entry for full but not for tall specifies a scalar endpoint. So far, such inferences seem unobjectionable. In general, however, applying this methodology can lead to dubious conclusions. For example, observing that slightly bent is (...)
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  • The integration of symbolic and non-symbolic representations of exact quantity in preschool children.Carolina Jiménez Lira, Miranda Carver, Heather Douglas & Jo-Anne LeFevre - 2017 - Cognition 166 (C):382-397.
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  • Gesture as a window onto children’s number knowledge.Elizabeth A. Gunderson, Elizabet Spaepen, Dominic Gibson, Susan Goldin-Meadow & Susan C. Levine - 2015 - Cognition 144 (C):14-28.
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  • The plural counts: Inconsistent grammatical number hinders numerical development in preschoolers — A cross-linguistic study.Maciej Haman, Katarzyna Lipowska, Mojtaba Soltanlou, Krzysztof Cipora, Frank Domahs & Hans-Christoph Nuerk - 2023 - Cognition 235 (C):105383.
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  • Do analog number representations underlie the meanings of young children’s verbal numerals?Susan Carey, Anna Shusterman, Paul Haward & Rebecca Distefano - 2017 - Cognition 168 (C):243-255.
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  • The knowledge of the preceding number reveals a mature understanding of the number sequence.Francesco Sella & Daniela Lucangeli - 2020 - Cognition 194 (C):104104.
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  • Young Children Intuitively Divide Before They Recognize the Division Symbol.Emily Szkudlarek, Haobai Zhang, Nicholas K. DeWind & Elizabeth M. Brannon - 2022 - Frontiers in Human Neuroscience 16.
    Children bring intuitive arithmetic knowledge to the classroom before formal instruction in mathematics begins. For example, children can use their number sense to add, subtract, compare ratios, and even perform scaling operations that increase or decrease a set of dots by a factor of 2 or 4. However, it is currently unknown whether children can engage in a true division operation before formal mathematical instruction. Here we examined the ability of 6- to 9-year-old children and college students to perform symbolic (...)
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  • WHAT more IS.Alexis Wellwood - 2018 - Philosophical Perspectives 32 (1):454-486.
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  • Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle.Francesco Sella, Ilaria Berteletti, Daniela Lucangeli & Marco Zorzi - 2017 - Cognition 158 (C):56-67.
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  • Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves.Lei Yuan, Richard W. Prather, Kelly S. Mix & Linda B. Smith - 2019 - Cognition 189:89-104.
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