Article contents
Recursive reminding and children's concepts of number
Published online by Cambridge University Press: 11 December 2008
Abstract
According to the recursive reminding hypothesis, repetition interacts with episodic memory to produce memory representations that encode – and recursively embed – experiences of reminding. These representations provide the rememberer with a basis for differentiating among the first time something happens, the second time it happens, and so on. I argue that such representations could mediate children's understanding of natural number.
- Type
- Open Peer Commentary
- Information
- Copyright
- Copyright © Cambridge University Press 2008
References
- 4
- Cited by