Modules: too many to count. An investigation into the innate origins of number cognition
dc.contributor.advisor
Lavelle, Jane Suilin
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dc.contributor.author
Cusworth, Harry
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dc.date.accessioned
2014-03-20T12:25:08Z
dc.date.available
2014-03-20T12:25:08Z
dc.date.issued
2012-11-28
dc.description.abstract
Human number cognition in humans is a highly specialized thing, and many varied accounts describing the development of number concepts have been proposed. This investigation lays out 3 criteria by which to judge accounts and proceeds to apply them to the accounts of Gallistel & Gelman, Spelke and Laurence & Margolis; Finding that only Spelke's account reaches all three criteria. The investigation will then look at this account more more closely and defend it against a series challenges, in doing so we also investigate the cognitive capacities of the language faculty.
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dc.identifier.uri
http://hdl.handle.net/1842/8472
dc.language.iso
en
dc.publisher
The University of Edinburgh
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dc.subject
Number
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dc.subject
Module
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dc.subject
Spelke
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dc.subject
Language
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dc.subject
Cognitive
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dc.subject
accumulator
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dc.subject
subtizing
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dc.title
Modules: too many to count. An investigation into the innate origins of number cognition
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dc.type
Thesis or Dissertation
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dc.type.qualificationlevel
Masters
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dc.type.qualificationname
MSc Master of Science
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dcterms.accessRights
RESTRICTED ACCESS
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