OSU > Psychology > Faculty > John Opfer > Courses:  Current Issues in Cognitive Development (846)


Mehler, J, & Bever, T. G. (1967). Cognitive capacity of very young children. Science, 158, 141-142.

Piaget, J. (1968). Quantification, conservation, and nativism. Science , 162, 976-979.

Mehler, J., & Bever, T.G. (1968). Quantification, conservation, and nativism: A reply. Science , 162, 979-981.


Wynn, K. (1990). Children’s understanding of counting. Cognition, 36, 155-193.

Whalen, J., Gallistel, R., & Gelman, R. (1999). Non-verbal counting in humans. Psychological Science, 10, 130 - 137.

Siegler, R. S., & Opfer, J. E. (2003). The development of numerical estimation: Evidence for multiple representations of numerical quantity. Psychological Science, 14, 237 – 243.

Opfer, J. E., & Siegler, R. S. (in press). Representational change and children's numerical estimation. Cognitive Psychology.

Antell, S. E., & Keating, D. P. (1983). Perception of numerical invariance in neonates. Child Development, 54, 695-701.

Feigenson, L., Carey, S., & Hauser, M. (2002). The representations underlying infants’ choice of more: Object files versus analog magnitudes. Psychological Science, 13, 150 – 156.

McCrink, K., & Wynn, K. (2004). Large number addition and subtraction by 9-month-old infants. Psychological Science, 15, 776 – 781

Jordan, K. E., & Brannon, E. M. (2006). The multisensory representation of number in infancy. PNAS, 103, 3486-3489.

Boysen, S. T., Berntson, G. G., Hannon, M. B., & Cacciopo, J. T. (1996). Quantity-based interference and symbolic representations in chimpanzees (Pan troglodytes). Journal of Experimental Psychology: Animal Behavior Processes, 22, 36-86.

Hauser, M. D., Carey, S., & Hauser, L. B. (2000). Spontaneous number representation in semi-free-ranging rhesus monkeys. PRSL, 267, 829 – 833.

Brannon, E. M. (2005). What animals know about numbers. In J. I. D. Campbell, Handbook of Mathematical Cognition (pp. 85 – 107). New York: Taylor and Francis.

Roberts, W. A. (2005). How do pigeons represent numbers? Studies of number scale bisection. Behavioral Processes, 69, 33-43

Dehaene, S., Piazza, M., Pinel, P., & Cohen, L. (2003). Three parietal circuits for number processing. In J. I. D. Campbell, Cognitive Neuropsychology, 20, 487-506.

Nieder, A., & Miller, E. K. (2003).  Coding of cognitive magnitude: Compressed scaling of numerical information in the primate prefrontal cortex. Neuron, 37, 149 – 157.

Ansari, D., Nicolas, G. Lucas, E. Hamon, K, & Dhital, B. (2005). Neural correlates of symbolic number processing in children and adults. Brain imaging, 16, 1769 – 1773.

Dehaene, S., Spelke, E., Pinel, P., Stanescu, R., & Tsivkin, S. (1999). Sources of mathematical thinking: Behavioral and brain-imaging evidence. Science, 284, 970-974.

Spelke, E. S., & Tsivkin, S. (2001). Language and number: A bilingual training study. Cognition, 78, 45-88.

Sarnecka, B., W., Kamenskaya, V., Yamana, Y., Ogura, T., & Yudovina, Y. B. (in press). From grammatical number to exact numbers: Early meanings of ‘One’, ‘Two’, and ‘Three’ in English, Russian, and Japanese. 

Gordon, P. (2004). Numerical cognition without words. Science, 306, 496-499.

Pica, P., Lerner, C., Izard, V., & Dehaene, S. (2004). Exact and approximate arithmetic in an Amazonian Indigene Group. Science, 306, 499 – 503.

Siegler, R. S. & Ramani, G. R. (2006). Playing board games promotes low-income children’s numerical development.

Geary, D. C., Saults, S. J., Liu, F., Hoard, M. K. (2000). Sex differences in spatial cognition, computational fluency, and arithmetical reasoning. Journal of Experimental Child Psychology, 77, 337-353.

Fink, B., Brookes, H., Neave, N., Manning, J. T., & Geary, D. C. (2006). Second to fourth digit ratio and numerical competence. Brain and cognition.

Mazzocco, M. M. M., & McCloskey, M. (2005). Math performance in girls with Turner or Fragile X syndrome. In J. I. D. Campbell, Handbook of Mathematical Cognition (pp. 269 – 297). New York: Taylor and Francis.

Ben-Zeev, T., Duncan, S., & Forbes, C. (2005). Stereotypes and math performance. In J. I. D. Campbell, Handbook of Mathematical Cognition (pp. 235 – 249). New York: Taylor and Francis.

Ansari, D., & Karmiloff-Smith., A. (2002). Atypical trajectories of number development: A neuroconstructivist perspective. Trends in Cognitive Sciences, 6, 511 – 516.

Barnes, M. A., Smith-Chant, B., & Landry, S. H. (2005). Number processing in neurodevelopmental disorders. In J. I. D. Campbell, Handbook of Mathematical Cognition (pp. 299 – 313). New York: Taylor and Francis.

Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130, 224 – 237.

Geary, D. C., & Hoard, M. K. (2005). Learning disabilities in arithmetic and mathematics. In J. I. D. Campbell, Handbook of Mathematical Cognition (pp. 433 – 453). New York: Taylor and Francis.


Duverne, S., & Lemaire, P. (2005). Aging and mental arithmetic. In J. I. D. Campbell, Handbook of Mathematical Cognition (pp. 397 – 453). New York: Taylor and Francis.

El Yagoubi, R., Lemaire, P., & Besson, M. (2005). Effects of aging on arithmetic problem-solving: An event-related brain potential study. Journal of Cognitive Neurosciences, 17, 37-50.

Current Issues in

Cognitive Development