@article {195,
	title = {THE ORIGIN OF NUMERICAL CONCEPTS: EARLY MEANINGS OF {\textquoteright}ONE{\textquoteright}, {\textquoteright}TWO{\textquoteright}, AND {\textquoteright}THREE{\textquoteright} AMONG BASQUE- AND SPANISH-SPEAKING CHILDREN},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {109-123},
	abstract = {This study examines the conceptual origins of the meaning of the first number-words and what role language can play in developing the notion of number. The original hypothesis is related to the idea that the meaning of the number-words {\textquotedblleft}one{\textquotedblright}, {\textquotedblleft}two{\textquotedblright} and {\textquotedblleft}three{\textquotedblright} is supported by the conceptual framework of grammatical numbers, rather than that of integers (Sarnecka, Kamenskaya, Yamana, Ogura \& Yudovina, 2006).
 To that end the counting abilities of Spanish and Basque monolingual children and Spanish-Basque bilingual children are tested, because the Spanish and Basque languages express grammatical number in different ways (Perea, Urkia, Davis, Agirre \& Carreiras, 2006).
 On the one hand, the findings are in line with the initial hypothesis and with Sarnecka{\textquoteright}s work (Sarnecka et al., 2006), and on the other hand with a growing body of evidence that shows that the meaning of the count list appears from mapping numerals onto numerical cognitive representations produced by early core systems of number (Le Corre \& Carey, 2007; 2008).},
	keywords = {cognitive development, early education, scientific education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315714.pdf},
	author = {Jos{\'e}  Domingo  Villarroel and Teresa Ang{\'o}s and Alfredo Grandmontagne}
}
