| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Beyond competence: The significance of performance for conceptual development
|
Sophian, Catherine
|
|
1997
|
12 |
3 |
p. 281-303
23 p.
|
artikel
|
| 2 |
Beyond competence—toward development
|
Siegler, Robert S.
|
|
1997
|
12 |
3 |
p. 323-332
10 p.
|
artikel
|
| 3 |
Cognitive development, intention, and instruction
|
Frye, Douglas
|
|
1997
|
12 |
3 |
p. 315-321
7 p.
|
artikel
|
| 4 |
Comment on “beyond competence”
|
Bruner, Jerome
|
|
1997
|
12 |
3 |
p. 341-343
3 p.
|
artikel
|
| 5 |
Competence models of numerical development
|
Wynn, Karen
|
|
1997
|
12 |
3 |
p. 333-339
7 p.
|
artikel
|
| 6 |
Constructing and using conceptual competence
|
Gelman, Rochel
|
|
1997
|
12 |
3 |
p. 305-313
9 p.
|
artikel
|
| 7 |
Growing points for cognitive-developmental theories: Characterizing innate foundations for learning
|
Sophian, Catherine
|
|
1997
|
12 |
3 |
p. 345-348
4 p.
|
artikel
|
| 8 |
Integrating information in object counting: A role for a central coordination process?
|
Towse, John N.
|
|
1997
|
12 |
3 |
p. 393-422
30 p.
|
artikel
|
| 9 |
Numerical development: From the infant to the child. Wynn's (1992) paradigm in 2- and 3-year olds
|
Houdé, Olivier
|
|
1997
|
12 |
3 |
p. 373-391
19 p.
|
artikel
|
| 10 |
Reconceptualizing the origins of number knowledge: A “non-numerical” account
|
Simon, Tony J.
|
|
1997
|
12 |
3 |
p. 349-372
24 p.
|
artikel
|
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