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  1. Preverbal and verbal counting and computation.C. R. Gallistel & Rochel Gelman - 1992 - Cognition 44 (1-2):43-74.
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  • A theory of magnitude: common cortical metrics of time, space and quantity.Vincent Walsh - 2003 - Trends in Cognitive Sciences 7 (11):483-488.
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  • Core systems of number.Stanislas Dehaene, Elizabeth Spelke & Lisa Feigenson - 2004 - Trends in Cognitive Sciences 8 (7):307-314.
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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.
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  • Visual statistical learning in the newborn infant.Hermann Bulf, Scott P. Johnson & Eloisa Valenza - 2011 - Cognition 121 (1):127-132.
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  • A double-dissociation in infants' representations of object arrays.Lisa Feigenson - 2005 - Cognition 95 (3):B37-B48.
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  • Visual statistical learning in infancy: evidence for a domain general learning mechanism.Natasha Z. Kirkham, Jonathan A. Slemmer & Scott P. Johnson - 2002 - Cognition 83 (2):B35-B42.
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  • Large number discrimination in 6-month-old infants.Fei Xu & Elizabeth S. Spelke - 2000 - Cognition 74 (1):1-11.
    Six-month-old infants discriminate between large sets of objects on the basis of numerosity when other extraneous variables are controlled, provided that the sets to be discriminated differ by a large ratio (8 vs. 16 but not 8 vs. 12). The capacities to represent approximate numerosity found in adult animals and humans evidently develop in human infants prior to language and symbolic counting.
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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).
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  • Enumeration of collective entities by 5-month-old infants.Paul Bloom - 2002 - Cognition 83 (3):55-62.
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  • Cognitive arithmetic across cultures.Jamie I. D. Campbell & Qilin Xue - 2001 - Journal of Experimental Psychology: General 130 (2):299.
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  • The development of ordinal numerical knowledge in infancy.Elizabeth M. Brannon - 2002 - Cognition 83 (3):223-240.
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