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{
    "pk": 25897,
    "title": "Natural language quantifiers are exclusively linked to exact number skills",
    "subtitle": null,
    "abstract": "Knowledge of natural language quantifiers (like all, some, many) correlates with number acquisition (i.e., counting\nabilities). At the same time, number acquisition and approximate number skills are closely linked. These findings raise the\nquestion whether quantifier comprehension is exclusively related to exact number skills like counting or whether the relationship\nalso extends to approximate number skills. To find out, we tested 3- to 6-year-old German speaking children on a quantifier\ncomprehension task and on two counting tasks (‘how-many task’, ‘give-a-number task’). Additionally, we assessed children’s\napproximate number skills (ANS acuity) in a non-symbolic number comparison task. Quantifier comprehension was found to\ncorrelate with exact number skills even when age was controlled for. However, no significant correlation between quantifier\ncomprehension and ANS acuity was obtained. Our findings support the notion of two distinct number systems: Only exact\nnumber skills appear to benefit from quantifier comprehension, whereas approximate number skills do not.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Member Abstracts",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/45q853k6",
    "frozenauthors": [
        {
            "first_name": "Sarah",
            "middle_name": "",
            "last_name": "Dolscheid",
            "name_suffix": "",
            "institution": "University of Cologne",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25897/galley/15521/download/"
        }
    ]
}