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  1. One, two, three, four, nothing more: How numerals are mapped onto core knowledge of number in the construction of the counting principles.Matthew Le Corre & Susan Carey - 2007 - Cognition 105 (2):395-438.
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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.
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  • Children's understanding of counting.Karen Wynn - 1990 - Cognition 36 (2):155-193.
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  • Six does not just mean a lot: preschoolers see number words as specific.B. Sarnecka - 2004 - Cognition 92 (3):329-352.
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