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  1. Finger-Counting and Numerical Structure.Karenleigh A. Overmann - 2021 - Frontiers in Psychology 2021 (12):723492.
    Number systems differ cross-culturally in characteristics like how high counting extends and which number is used as a productive base. Some of this variability can be linked to the way the hand is used in counting. The linkage shows that devices like the hand used as external representations of number have the potential to influence numerical structure and organization, as well as aspects of numerical language. These matters suggest that cross-cultural variability may be, at least in part, a matter of (...)
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  • The Faculty of Language Integrates the Two Core Systems of Number.Ken Hiraiwa - 2017 - Frontiers in Psychology 8.
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  • Grey Parrot Number Acquisition: The Inference of Cardinal Value From Ordinal Position on the Numeral List.Irene M. Pepperberg & Susan Carey - 2012 - Cognition 125 (2):219-232.
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  • Testimony and Children’s Acquisition of Number Concepts.Helen De Cruz - 2018 - In Sorin Bangu (ed.), Naturalizing Logico-Mathematical Knowledge. Approaches from Philosophy, Psychology and Cognitive Science. London, UK: pp. 172-186.
    An enduring puzzle in philosophy and developmental psychology is how young children acquire number concepts, in particular the concept of natural number. Most solutions to this problem conceptualize young learners as lone mathematicians who individually reconstruct the successor function and other sophisticated mathematical ideas. In this chapter, I argue for a crucial role of testimony in children’s acquisition of number concepts, both in the transfer of propositional knowledge (e.g., the cardinality concept), and in knowledge-how (e.g., the counting routine).
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