Jennifer Suzanne Lipton

2005 Harvard University, Cambridge, MA, United States 
development, cognition
"Jennifer Lipton"
Mean distance: 15.49 (cluster 15)


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Elizabeth S. Spelke grad student 2005 Harvard
 (Origins of number sense: The development of numerical cognition in infants and preschoolers.)
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Lipton JS, Spelke ES. (2006) Preschool children master the logic of number word meanings. Cognition. 98: B57-66
Barth H, La Mont K, Lipton J, et al. (2006) Non-symbolic arithmetic in adults and young children. Cognition. 98: 199-222
Barth H, La Mont K, Lipton J, et al. (2005) Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences of the United States of America. 102: 14116-21
Lipton JS, Spelke ES. (2005) Preschool children's mapping of number words to nonsymbolic numerosities. Child Development. 76: 978-88
Lipton JS, Spelke ES. (2004) Discrimination of large and small numerosities by human infants Infancy. 5: 271-290
Lipton JS, Spelke ES. (2003) Origins of number sense. Large-number discrimination in human infants. Psychological Science. 14: 396-401
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