{"id":16776,"date":"2025-11-06T10:55:52","date_gmt":"2025-11-06T15:55:52","guid":{"rendered":"https:\/\/carleton.ca\/cognitivescience\/?p=16776"},"modified":"2025-11-06T12:57:21","modified_gmt":"2025-11-06T17:57:21","slug":"nov-12th-colloquium-cognitive-and-cultural-diversity-in-how-children-learn-number-words","status":"publish","type":"post","link":"https:\/\/carleton.ca\/cognitivescience\/2025\/nov-12th-colloquium-cognitive-and-cultural-diversity-in-how-children-learn-number-words\/","title":{"rendered":"Nov 12th Colloquium: Cognitive and Cultural Diversity in How Children Learn Number Words"},"content":{"rendered":"

Join us on Nov 12th in DT 2203 or on Zoom<\/a> for a research talk featuring Dr. Roberto A. Abreu-Mendoza.
\n<\/strong><\/p>\n

Speaker will be on Zoom: https:\/\/carleton-ca.zoom.us\/j\/96979364539<\/a><\/p>\n

Abstract:<\/strong> More than 30 years ago, the developmental trajectory of how children learn the meaning of one, two, and three was characterized: Children go through the protracted process of learning the meaning of these first three, sometimes four, number words, one by one, over 2 to 3 years. Then, they learn the principles of counting, which allows them to represent all natural numbers. The trajectory of number word learning has been replicated across several labs and many countries. Yet, a limiting factor is that most studies have been conducted with English-speaking, middle-to-upper-middle-class, typically developing children. This narrow sampling challenges the universality of this developmental pathway. Examining children with diverse neurocognitive profiles can offer unique insight into how specific impaired abilities may disrupt numerical development.\u00a0
\n\"\"<\/a>\"\"<\/a>
\n<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Join us on Nov 12th in DT 2203 or on Zoom for a research talk featuring Dr. Roberto A. Abreu-Mendoza. Speaker will be on Zoom: https:\/\/carleton-ca.zoom.us\/j\/96979364539 Abstract: More than 30 years ago, the developmental trajectory of how children learn the meaning of one, two, and three was characterized: Children go through the protracted process of […]<\/p>\n","protected":false},"author":50,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","_mi_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[47,102],"tags":[],"yoast_head":"\nNov 12th Colloquium: Cognitive and Cultural Diversity in How Children Learn Number Words - Department of Cognitive Science<\/title>\n<meta name=\"description\" content=\"Join us on Nov 12th in DT 2203 or on Zoom for a research talk featuring Dr. Roberto A. 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