Rittle-Johnson, B., and Siegler, R.S. (1998). The relation between conceptual and procedural knowledge in learning mathematics: A review. In C. Donlan (Ed.), The Development of Mathematical Skills (pp. 75-110). East Sussex, England: Psychology Press.
Sarnecka, B., Kamenskaya, G., Yamana, Y., Ogura, T., and Yudovina, Y.B. (2007). From grammatical number to exact numbers: Early meaning of ‘one’, ‘two’, and ‘three’, in English, Russian, and Japanese. Cognitive Psychology, 55, 136-168.
Saxe, G.B. (1982). Culture and the development of numerical cognition: Studies among the Oksapmin of Papua New Guinea. In C.J. Brainerd ((Ed.), Progress in Cognitive Development Research, Vol. 1. Children’s Logical and Mathematical Cognition (pp. 157-176). New York: Springer-Verlag.
Secada, W.G., Fuson, K.C., and Hall, J.W. (1983). The transition from counting-all to counting-on in addition. Journal for Research in Mathematics Education, 14, 47-57.
Shipley, E.F., and Shepperson, B. (1990). Countable entities: Developmental changes. Cognition, 34, 109-136.
Siegler, R.S. (1988). Individual differences in strategy choices: Good students, not-so-good students, and perfectionists. Child Development, 59, 833-851.
Siegler, R.S., and Jenkins, E. (1989). How Children Discover New Strategies. Hillsdale, NJ: Erlbaum.
Siegler, R.S., and Robinson, M. (1982). The development of numerical understandings. In H.W. Reese and L.P. Lipsitt (Eds.), Advances in Child Development and Behavior (vol. 16, pp. 242-312). New York: Academic Press.
Siegler, R.S., and Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), The Origins of Cognitive Skills (pp. 229-293). Hillsdale, NJ: Erlbaum.
Sophian, C. (Ed.) (1984). The Origins of Cognitive Skills. Hillsdale, NJ: Erlbaum.
Sophian, C. (1988). Early developments in children’s understanding of number: Inferences about numerosity and one-to-one correspondence. Child Development, 59, 1397-1414.
Sophian, C., and Kailihiwa, C. (1998). Units of counting: Developmental changes. Cognitive Development, 13, 561-585.
Spelke, E. (2003). What make us smart? Core knowledge and natural language. In D. Genter and S. Goldin-Meadow (Eds.), Language in Mind (pp. 277-311). Cambridge, MA: MIT Press.
Wynn, K. (1990). Children’s understanding of counting. Cognition, 36, 155-193.