Behavioral and Brain Sciences

Volume 31 : Issue 6

Table of Contents

• From numerical concepts to concepts of number 
  Lance J. Rips, Amber Bloomfield and Jennifer Asmuth
  Page 623
• Finger counting: The missing tool? 
  Michael Andres, Samuel Di Luca and Mauro Pesenti
  Page 642
• In defense of intuitive mathematical theories as the basis for natural number 
  David Barner
  Page 643
• Do mental magnitudes form part of the foundation for natural number concepts? Don't count them out yet 
  Hilary Barth
  Page 644
• Math schemata and the origins of number representations 
  Susan Carey
  Page 645
• What is still needed? On nativist proposals for acquiring concepts of natural numbers 
  Wen-Chi Chiang
  Page 646
• From magnitude to natural numbers: A developmental neurocognitive perspective 
  Roi Cohen Kadosh and Vincent Walsh
  Page 647
• Differences between the philosophy of mathematics and the psychology of number development 
  Richard Cowan
  Page 648
• Bridging the gap between intuitive and formal number concepts: An epidemiological perspective 
  Helen De Cruz
  Page 649
• Not all basic number representations are analog: Place coding as a precursor of the natural number system 
  Wim Fias and Tom Verguts
  Page 650
• A spatial perspective on numerical concepts 
  Martin H. Fischer and Richard A. Mills
  Page 651
• Music training, engagement with sequence, and the development of the natural number concept in young learners 
  Martin F. Gardiner
  Page 652
• Counting and arithmetic principles first 
  Rochel Gelman
  Page 653
• Look Ma, no fingers! Are children numerical solipsists? 
  Peter Gordon
  Page 654
• Set representations required for the acquisition of the natural number concept 
  Justin Halberda and Lisa Feigenson
  Page 655
• Recursive reminding and children's concepts of number 
  Douglas L. Hintzman
  Page 656
• On some concepts associated with finite cardinal numbers 
  Harold T. Hodes
  Page 657
• The role of the brain in the metaphorical mathematical cognition 
  George Lakoff
  Page 658
• Why cardinalities are the natural natural numbers 
  Mathieu Le Corre
  Page 659
• Early numerical representations and the natural numbers: Is there really a complete disconnect? 
  Stella F. Lourenco and Susan C. Levine
  Page 660
• Specific and general underpinnings to number; parallel development 
  Antonio Martins-Mourao and Annette Karmiloff-Smith
  Page 661
• The origins of number: Getting developmental 
  Kelly S. Mix
  Page 662
• Don't throw the baby out with the math water: Why discounting the developmental foundations of early numeracy is premature and unnecessary 
  Kevin Muldoon, Charlie Lewis and Norman Freeman
  Page 663
• The innate schema of natural numbers does not explain historical, cultural, and developmental differences 
  Marie-Pascale Noël, Jacques Grégoire, Gaëlle Meert and Xavier Seron
  Page 664
• Proto-numerosities and concepts of number: Biologically plausible and culturally mediated top-down mathematical schemas 
  Rafael E. Núñez
  Page 665
• Natural number concepts: No derivation without formalization 
  Paul Pietroski and Jeffrey Lidz
  Page 666
• Learning natural numbers is conceptually different than learning counting numbers 
  Dwight Read
  Page 667
• SEVEN does not mean NATURAL NUMBER, and children know more than you think 
  Barbara W. Sarnecka
  Page 668
• Mathematical induction and its formation during childhood 
  Leslie Smith
  Page 669
• Precursors to number: Equivalence relations, less-than and greater-than relations, and units 
  Catherine Sophian
  Page 670
• Dissonances in theories of number understanding 
  Lance J. Rips, Amber Bloomfield and Jennifer Asmuth
  Page 671
• Précis of Semantic Cognition: A Parallel Distributed Processing Approach 
  Timothy T. Rogers and James L. McClelland
  Page 689
• Semantic cognition or data mining? 
  Denny Borsboom and Ingmar Visser
  Page 714
• Inductive reasoning and semantic cognition: More than just different names for the same thing? 
  Aidan Feeney, Aimee K. Crisp and Catherine J. Wilburn
  Page 715
• Context, categories and modality: Challenges for the Rumelhart model 
  James A. Hampton
  Page 716
• Structured models of semantic cognition 
  Charles Kemp and Joshua B. Tenenbaum
  Page 717
• Semantic cognition: Distributed, but then attractive 
  Emilio Kropff and Alessandro Treves
  Page 718
• A sneaking suspicion: The semantics of emotional beliefs and delusions 
  Angus W. MacDonald
  Page 719
• A crosslinguistic perspective on semantic cognition 
  Asifa Majid and Falk Huettig
  Page 720
• Some suggested additions to the semantic cognition model 
  Jean M. Mandler
  Page 721
• Concepts, correlations, and some challenges for connectionist cognition 
  Gary F. Marcus and Frank C. Keil
  Page 722
• Analogy and conceptual change in childhood 
  John E. Opfer and Leonidas A. A. Doumas
  Page 723
• On the semantics of infant categorization and why infants perceive horses as humans 
  Paul C. Quinn
  Page 724
• The development of modeling or the modeling of development? 
  David H. Rakison and Gary Lupyan
  Page 726
• Reading Semantic Cognition as a theory of concepts 
  Jesse Snedeker
  Page 727
• Agency, argument structure, and causal inference 
  Alice G. B. ter Meulen
  Page 728
• A simple model from a powerful framework that spans levels of analysis 
  Timothy T. Rogers and James L. McClelland
  Page 729
• Emotional responses to music: The need to consider underlying mechanisms 
  Patrik N. Juslin and Daniel Västfjäll
  Page 751