Zobrazeno 1 - 10
of 73
pro vyhledávání: '"Jennifer Asmuth"'
Autor:
Emma Fleck, Jennifer Asmuth
Publikováno v:
Entrepreneurship Education and Pedagogy. 4:82-95
This article delivers a series of activities which help participants to examine and stimulate their capacity for creativity to support entrepreneurial problem-solving. It provides a series of tools which enable entrepreneurship educators to support t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f5a87f3befb116e475d59fd831a39407
https://doi.org/10.1177/2515127420912503
https://doi.org/10.1177/2515127420912503
Autor:
Dedre Gentner, Jennifer Asmuth
Publikováno v:
Language, Cognition and Neuroscience. 34:1298-1307
We propose that concepts exist along a continuum of abstraction, from highly concrete to highly abstract, and we explore a critical kind of abstract category: relational abstractions. We argue that...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c66e49c077d637e4a768bb05e86fe71
https://doi.org/10.1080/23273798.2017.1410560
https://doi.org/10.1080/23273798.2017.1410560
Autor:
Dedre Gentner, Jennifer Asmuth
Publikováno v:
Quarterly Journal of Experimental Psychology. 70:2007-2025
Across three experiments, we explore differences between relational categories—whose members share common relational patterns—and entity categories, whose members share common intrinsic properties. Specifically, we test the claim that relational
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a24a277f6d9902c3752b3cfea6743bd0
https://doi.org/10.1080/17470218.2016.1219752
https://doi.org/10.1080/17470218.2016.1219752
Publikováno v:
Cognition. 128:320-330
This paper examines Piantadosi, Tenenbaum, and Goodman’s (2012) model for how children learn the relation between number words (“one” through “ten”) and cardinalities (sizes of sets with one through ten elements). This model shows how stati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9e9313e0ef124aa83e941f432cc3435f
https://doi.org/10.1016/j.cognition.2013.04.001
https://doi.org/10.1016/j.cognition.2013.04.001
Publikováno v:
Cognitive science.
When young children attempt to locate numbers along a number line, they show logarithmic (or other compressive) placement. For example, the distance between "5" and "10" is larger than the distance between "75" and "80." This has often been explained
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ee96040592ca958d03720c22743e9f6a
https://pubmed.ncbi.nlm.nih.gov/29974507
https://pubmed.ncbi.nlm.nih.gov/29974507
Publikováno v:
Behavioral and Brain Sciences. 31:671-687
Traditional theories of how children learn the positive integers start from infants' abilities in detecting the quantity of physical objects. Our target article examined this view and found no plausible accounts of such development. Most of our comme
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4b89df78f0831620a344c4bff32c262c
https://doi.org/10.1017/s0140525x08005888
https://doi.org/10.1017/s0140525x08005888
Publikováno v:
Cognition. 106:940-951
According to one theory about how children learn the meaning of the words for the positive integers, they first learn that "one," "two," and "three" stand for appropriately sized sets. They then conclude by inductive inference that the next numeral i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::366362da9c4dceef47ff33c7c7e0b7fa
https://doi.org/10.1016/j.cognition.2007.07.011
https://doi.org/10.1016/j.cognition.2007.07.011
Publikováno v:
Cognition. 101:B51-B60
According to one theory about how children learn the concept of natural numbers, they first determine that "one", "two", and "three" denote the size of sets containing the relevant number of items. They then make the following inductive inference (th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::707e395060004cb22c148c6dada5243e
https://doi.org/10.1016/j.cognition.2005.12.001
https://doi.org/10.1016/j.cognition.2005.12.001
Autor:
Scott E. Baker, Mikayo Langhofer, Susan B. Hopkinson, Jennifer Asmuth, Jonathan C.R. Jones, Sanford I. Roth
Publikováno v:
Experimental Cell Research. 213:1-11
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::eba0f05dd99f010e4ad535bebd9ac79b
https://doi.org/10.1006/excr.1994.1166
https://doi.org/10.1006/excr.1994.1166
Publikováno v:
The Behavioral and brain sciences. 31(6)
Many experiments with infants suggest that they possess quantitative abilities, and many experimentalists believe that these abilities set the stage for later mathematics: natural numbers and arithmetic. However, the connection between these early an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8fc1536afca52568171f8bdab561e88a
https://pubmed.ncbi.nlm.nih.gov/19077327
https://pubmed.ncbi.nlm.nih.gov/19077327