HIGHLIGHTS
- who: . and colleagues from the Norwegian University of Science and United Kingdom have published the article: Early number word learning: Associations with domain-general and domain-specific quantitative abilities, in the Journal: (JOURNAL)
- what: Given these considerations, and in conjunction with the theoretical framework that proposes three pathways for cardinal number development (LeFevre et_al, 2010), this study aimed to investigate the influence of domain-general and domainspecific skills on Mandarin Chinese-speaking children`s cardinal number learning after controlling for a number of family background factors. Most of the studies have primarily focused on elementary . . .
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