Children’s Counting and Concepts of Number

  • Karen C. Fuson

Part of the Springer Series in Cognitive Development book series (SSCOG)

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Number Words

  3. Correspondence Errors in Counting Objects

  4. Concepts of Cardinality

  5. Number Words, Counting, and Cardinality: The Increasing Integration of Sequence, Count, and Cardinal Meanings

  6. Back Matter
    Pages 419-446

About this book


For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholary books to be devoted to work in cognitive development is especially appropriate at this time. The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Volumes in the Progress sequence are strongly thematic, in that each is limited to some well-defined domain of cognitive­ developmental research (e. g. , logical and mathematical development, semantic development). All Progress volumes are edited collections. Editors of such books, upon consultation with the Series Editor, may elect to have their works published either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors will be published as separate volumes within the series. is being used in the selec­ A fairly broad definition of cognitive development tion of books for this series.


Action Elaboration development learning

Authors and affiliations

  • Karen C. Fuson
    • 1
  1. 1.School of Education and Social PolicyNorthwestern UniversityEvanstonUSA

Bibliographic information

  • DOI
  • Copyright Information Springer-Verlag New York 1988
  • Publisher Name Springer, New York, NY
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4612-8335-5
  • Online ISBN 978-1-4612-3754-9
  • Series Print ISSN 1431-8555
  • Buy this book on publisher's site