Reposted by David Barner
New w/ @drbarner.bsky.social in Cognitive Science! We explored how kids learn the “later-greater” principle — the idea that numbers that come later in a count are greater in magnitude. Turns out this simple property governing the count system doesn't come easy!
dx.doi.org/10.1111/cogs... 1/6
dx.doi.org
One, Two, Three, Four… What's More? Successor Relations, not Mappings to Approximate Magnitudes, Support Learning the Later‐Greater Principle
As we count up, number words that occur later in our count denote greater quantities. Here, we tested whether children's understanding of this “later-greater” principle originates from associating nu...
