What is the precise role of cognitive control in the development of a sense of number?

Authors

Rebecca Merkley, Numerical Cognition Laboratory,Department of Psychology,The University of Western Ontario,London,Ontario N6A 3K7,Canadarebecca.merkley@gmail.comdaniel.ansari@uwo.cahttp://www.numericalcognition.org/.
Gaia Scerif, Attention,Brain, and Cognitive Development Group,Department of Experimental Psychology,University of Oxford,Oxford OX1 3UD,United Kingdomgaia.scerif@psy.ox.ac.ukhttps://www.psy.ox.ac.uk/research/attention-brain-and-cognitive-development-group.
Daniel Ansari, Numerical Cognition Laboratory,Department of Psychology,The University of Western Ontario,London,Ontario N6A 3K7,Canadarebecca.merkley@gmail.comdaniel.ansari@uwo.cahttp://www.numericalcognition.org/.Follow

Document Type

Article

Publication Date

1-1-2017

Journal

The Behavioral and brain sciences

Volume

40

First Page

e179

URL with Digital Object Identifier

10.1017/S0140525X1600217X

Abstract

The theory put forward by Leibovich et al. of how children acquire a sense of number does not specify the mechanisms through which cognitive control plays a role in this process. We argue that visual attention and number word knowledge influence each other over development and contribute to the development of the concept of number.