The authors would like to thank the administration, teachers, students, and parents from the Worthington School District in Columbus, OH, as well as the Bentworth School District in Bentleyville, PA. Further, the authors would like to thank Julia Kennedy for her help in data collection, Chris Young for his contributions to the “change point” analyses in the General Discussion section, and anonymous referees who provided helpful comments on earlier versions of the manuscript. Portions of these data were presented at the 2007 meeting of the Cognitive Development Society as well as the 30th annual conference of the Cognitive Science Society.
How 15 Hundred Is Like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition
Article first published online: 15 NOV 2010
© 2010 The Authors. Child Development © 2010 Society for Research in Child Development, Inc.
Volume 81, Issue 6, pages 1768–1786, November/December 2010
How to Cite
Thompson, C. A. and Opfer, J. E. (2010), How 15 Hundred Is Like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition. Child Development, 81: 1768–1786. doi: 10.1111/j.1467-8624.2010.01509.x
- Issue published online: 15 NOV 2010
- Article first published online: 15 NOV 2010
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