- Executive function depletion in children and its impact on theory of mind.Lindsey J. Powell & Susan Carey - 2017 - Cognition 164 (C):150-162.details
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Large number discrimination in 6-month-old infants.Fei Xu & Elizabeth S. Spelke - 2000 - Cognition 74 (1):1-11.details
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Education Enhances the Acuity of the Nonverbal Approximate Number System.Manuela Piazza, Pierre Pica, Véronique Izard, Elizabeth Spelke & Stanislas Dehaene - 2013 - Psychological Science 24 (4):p.details
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Exact and Approximate Arithmetic in an Amazonian Indigene Group.Pierre Pica, Cathy Lemer, Véronique Izard & Stanislas Dehaene - 2004 - Science 306 (5695):499-503.details
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Non-symbolic arithmetic in adults and young children.Hilary Barth, Kristen La Mont, Jennifer Lipton, Stanislas Dehaene, Nancy Kanwisher & Elizabeth Spelke - 2006 - Cognition 98 (3):199-222.details
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Where our number concepts come from.Susan Carey - 2009 - Journal of Philosophy 106 (4):220-254.details
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A theory of magnitude: common cortical metrics of time, space and quantity.V. Walsh - 2003 - Trends in Cognitive Sciences 7 (11):483-488.details
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Symbolic arithmetic knowledge without instruction.Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke - unknowndetails
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The Number Sense: How the Mind Creates Mathematics.Stanislas Dehaene - 1999 - British Journal of Educational Studies 47 (2):201-203.details
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Calibrating the mental number line.Véronique Izard & Stanislas Dehaene - 2008 - Cognition 106 (3):1221-1247.details
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Core systems of number.Stanislas Dehaene, Elizabeth Spelke & Lisa Feigenson - 2004 - Trends in Cognitive Sciences 8 (7):307-314.details
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Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia.Manuela Piazza, Andrea Facoetti, Anna Noemi Trussardi, Ilaria Berteletti, Stefano Conte, Daniela Lucangeli, Stanislas Dehaene & Marco Zorzi - 2010 - Cognition 116 (1):33-41.details
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One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles.Mathieu Le Corre & Susan Carey - 2007 - Cognition 105 (2):395-438.details
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Numerosity discrimination in infants: Evidence for two systems of representations.Fei Xu - 2003 - Cognition 89 (1):B15-B25.details
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The development of ordinal numerical knowledge in infancy.Elizabeth M. Brannon - 2002 - Cognition 83 (3):223-240.details
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Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling.Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke - 2010 - Cognition 115 (3):394-406.details
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Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals.Stephanie Bugden & Daniel Ansari - 2011 - Cognition 118 (1):32-44.details
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Beyond quantity: Individual differences in working memory and the ordinal understanding of numerical symbols.Ian M. Lyons & Sian L. Beilock - 2009 - Cognition 113 (2):189-204.details
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Executive functions and self-regulation.Wilhelm Hofmann, Brandon J. Schmeichel & Alan D. Baddeley - 2012 - Trends in Cognitive Sciences 16 (3):174-180.details
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All Numbers Are Not Equal: An Electrophysiological Investigation of Small and Large Number Representations.Daniel C. Hyde & Elizabeth S. Spelke - unknowndetails
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Numerical ordering ability mediates the relation between number-sense and arithmetic competence.Ian M. Lyons & Sian L. Beilock - 2011 - Cognition 121 (2):256-261.details
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Origins and development of generalized magnitude representation.Stella F. Lourenco & Matthew R. Longo - 2011 - In Stanislas Dehaene & Elizabeth Brannon (eds.), Space, Time and Number in the Brain: Searching for the Foundations of Mathematical Thought. Oxford University Press. pp. 225--244.details
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Nonsymbolic approximate arithmetic in children: Abstract addition prior to instruction.(Manuscript under review.Hilary Barth, Lacey Beckmann & Elizabeth S. Spelke - 2008 - Developmental Psychology 44 (5).details
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