Join us on Nov 12th in DT 2203 or on Zoom for a research talk featuring Dr. Roberto A. Abreu-Mendoza.
Speaker will be on Zoom: https://carleton-ca.zoom.us/j/96979364539
Abstract: More than 30 years ago, the developmental trajectory of how children learn the meaning of one, two, and three was characterized: Children go through the protracted process of learning the meaning of these first three, sometimes four, number words, one by one, over 2 to 3 years. Then, they learn the principles of counting, which allows them to represent all natural numbers. The trajectory of number word learning has been replicated across several labs and many countries. Yet, a limiting factor is that most studies have been conducted with English-speaking, middle-to-upper-middle-class, typically developing children. This narrow sampling challenges the universality of this developmental pathway. Examining children with diverse neurocognitive profiles can offer unique insight into how specific impaired abilities may disrupt numerical development.
