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Better together: multiple lines of evidence for a link between approximate and exact number representations: a reply to Merkley, Matejko, and Ansari. (English)
J. Exp. Child Psychol. 153, 168-172 (2017).
Classification: F21 C31 F31
1
A dissociation between small and large numbers in young children’s ability to “solve for $x$” in non-symbolic math problems. (English)
Cognition 160, 82-90 (2017).
Classification: H31 F31 F21
2
The precision of mapping between number words and the approximate number system predicts children’s formal math abilities. (English)
J. Exp. Child Psychol. 150, 207-226 (2016).
Classification: F21 C51 C41 C42 C31 C32
3
Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance. (English)
J. Exp. Child Psychol. 147, 82-99 (2016).
Classification: F21 C31 F31
4
Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities. (English)
J. Exp. Child Psychol. 116, No. 4, 829-838 (2013).
Classification: F21 F22 F31 F32 C31 C32
5
Parallel non-verbal enumeration is constrained by a set-based limit. (English)
Cognition 107, No. 1, 1-18 (2008).
Classification: F20
6
On the limits of infants’ quantification of small object arrays. (English)
Cognition 97, No. 3, 295-313 (2005).
Classification: C30 F20
7
Infants’ discrimination of number vs. continuous extent. (English)
Cogn. Psychol. 44, No. 1, 33-66 (2002).
Classification: C41 F21 G31
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