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The Early Development of Mathematical Cognition in Socioeconomic and Cultural ContextsThis is a cross-cultural, longitudinal research project being conducted to 1) compare the development of informal mathematical cognition in three-to-six-year-old Chinese, Japanese, and American children, and 2) investigate how these cultures support children's early mathematical development in multiple learning environments.
The principals investigators are Prentice Starkey and Alice Klein. Funded through the Institute of Human Development.
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