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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.

Original publication

DOI

10.1017/S0140525X1600217X

Type

Journal article

Journal

Behav Brain Sci

Publication Date

01/2017

Volume

40