Congratulations go to Camilla Gilmore, whose paper "Symbolic arithmetic knowledge without instruction" was published today in Nature. In the paper Camilla, together with colleagues from the Department of Psychology at Harvard, demonstrates that young children are capable of solving approximate arithmetic problems at an extremely young age, even though they have yet to receive any instruction. The data have interesting implications for our understanding of how number sense is developed, and for how it interacts with our abilities to perform arithmetic.
The research has received widespread press coverage, including articles in The Washington Post, The Scotsman, The Toronto Star, and Scientific American.