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Result 1 to 10 of 10 total

Non-symbolic approximate arithmetic training improves math performance in preschoolers. (English)
J. Exp. Child Psychol. 152, 278-293 (2016).
Classification: F31 F21 C31 C51
1
How to interpret cognitive training studies: a reply to Lindskog \& Winman. (English)
Cognition 150, 247-251 (2016).
Classification: F20 F30 C30
2
Modeling the approximate number system to quantify the contribution of visual stimulus features. (English)
Cognition 142, 247-265 (2015).
Classification: F20 C30 N20
3
Improving arithmetic performance with number sense training: an investigation of underlying mechanism. (English)
Cognition 133, No. 1, 188-200 (2014).
Classification: F20 F30 C30
4
Empty sets as part of the numerical continuum: Conceptual precursors to the zero concept in Rhesus monkeys. (English)
J. Exp. Psychol.: Gen. 138, No. 2, 258-269 (2009).
Classification: C30 C80 F20
5
Intersensory redundancy accelerates preverbal numerical competence. (English)
Cognition 108, No. 1, 210-221 (2008).
Classification: F21 C31
6
Number bias for the discrimination of large visual sets in infancy. (English)
Cognition 93, No. 2, B59-B68 (2004).
Classification: F21 G21 G31 C31
7
Erratum to: “The development of ordinal numerical competence in young children”. (English)
Cogn. Psychol. 44, No. 2, 191-192 (2002).
Classification: C41 C31 F21
8
The development of ordinal numerical competence in young children. (English)
Cogn. Psychol. 43, No. 1, 53-81 (2001); eratum ibid. 44, No. 2, 191-192 (2002).
Classification: C41 C31 F21
9
The Development of Ordinal Numerical Knowledge in Infancy. (English)
Cognition 83, No. 3, 223-40 (2002).
Classification: F21
10
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Result 1 to 10 of 10 total

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