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The authors report the results of some half dozen years of research into when and how children acquire numerical skills. They provide a new set of answers to these questions, and overturn much of the traditional wisdom on the subject.

Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed. Among these themes are: Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis. To postulate innate knowledge is not to deny that humans can acquire new concepts. It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-specific mechanisms. The problems of induction...

Perceptual and Cognitive Development illustrates how the developmental approach yields fundamental contributions to our understanding of perception and cognition as a whole. The book discusses how to relate developmental, comparative, and neurological considerations to early learning and development, and it presents fundamental problems in cognition and language, such as the acquisition of a coherent, organized, and shared understanding of concepts and language. Discussions of learning, memory, attention, and problem solving are embedded within specific accounts of the neurological...

Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed.

Among these themes are:

• Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis.
• To postulate innate knowledge is not to deny that humans can acquire new concepts.
• It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to...