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Why set-comparison is vital in early number learning
Authors:Kevin Muldoon  Charlie Lewis  Norman Freeman
Affiliation:1. School of Life Sciences, Heriot Watt University, Edinburgh, EH14 4AS, UK;2. Centre for Research in Human Development, Psychology Department, Fylde College, Lancaster University, LA1 4YF, UK;3. Department of Experimental Psychology, University of Bristol, BS8 1TU, UK;1. School of Computer Science and Engineering, Nanjing University of Science and Technology, 200 Xiaolingwei St., Nanjing, Jiangsu 210094, China;2. Visual Attention Lab, Brigham and Women?s Hospital, 64 Sidney St. Suite. 170, Cambridge, MA 02139, United States;1. Agro ParisTech – Laboratoire d’Économie Forestière, 54042 Nancy Cedex, France;2. INRA – Laboratoire d’Économie Forestière [UMR 356], 54000 Nancy, France;3. Istanbul Technical University [?TÜ — Department of Economics], 34367 Istanbul, Turkey;1. Department of Psychology, Temple University, Philadelphia, PA 19122, USA;2. Department of Psychology, University of Chicago, Chicago, IL 60637, USA;1. Philosophy Department, Northwestern University, 1860 Campus Drive, Evanston, IL 60208, USA;2. Psychology Department, Northwestern University, 2029 Sheridan Road, Evanston, IL 60208, USA;1. Department of Brain and Cognitive Sciences, University of Rochester, USA;2. Center for Visual Science, University of Rochester, USA;3. Faculty of Psychology and Educational Sciences, University of Coimbra, Portugal;4. Proaction Laboratory, Faculty of Psychology and Educational Sciences, University of Coimbra, Portugal;5. Department of Neurosurgery, University of Rochester, USA;1. Department of Psychology, University of California, San Diego, United States;2. Department of Psychology, University of California, Berkeley, United States;3. Department of Psychology, University of Waterloo, Canada;4. Department of Linguistics, University of California, San Diego, United States
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