History
1
206


Help on query formulation
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 206 total

Preschool children use space, rather than counting, to infer the numerical magnitude of digits: evidence for a spatial mapping principle. (English)
Cognition 158, 56-67 (2017).
Classification: F21 F31 C31
1
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
2
Strong causal claims require strong evidence: a commentary on Wang and colleagues. (English)
J. Exp. Child Psychol. 153, 163-167 (2017).
Classification: F21 C31 F31
3
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
4
The relation between approximate number system and early arithmetic: the mediation role of numerical knowledge. (English)
J. Exp. Child Psychol. 157, 111-124 (2017).
Classification: F21 F31
5
Working with parents to promote preschool children’s numeracy: teachers’ attitudes and beliefs. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 181-198 (2017).
Classification: D41 C61 C29 F21 F31
6
Number stories. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 81-101 (2017).
Classification: F21 F31
7
Children’s understanding of the commutativity and complement principles: a latent profile analysis. (English)
Learn. Instr. 47, 65-79 (2017).
Classification: F31 C31
8
Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. (English)
J. Exp. Child Psychol. 154, 146-163 (2017).
Classification: F21 F31 C51 C31
9
Subitizing games: assessing preschoolers’ number understanding. (English)
Teach. Child. Math. 22, No. 6, 341-348 (2016).
Classification: F31 F21
10
Non-symbolic approximate arithmetic training improves math performance in preschoolers. (English)
J. Exp. Child Psychol. 152, 278-293 (2016).
Classification: F31 F21 C31 C51
11
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: does it matter? (English)
Learn. Instr. 46, 1-11 (2016).
Classification: F21 F31 D31
12
Kindergartners’ base-10 knowledge predicts arithmetic accuracy concurrently and longitudinally. (English)
Learn. Individ. Differ. 50, 234-239 (2016).
Classification: F21 F31 C31
13
The relation between ANS and symbolic arithmetic skills: the mediating role of number-numerosity mappings. (English)
Contemp. Educ. Psychol. 46, 208-217 (2016).
Classification: F21 F22 F31 F32 C31 C32
14
Kindergartners’ fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2 years earlier. (English)
J. Exp. Child Psychol. 150, 31-47 (2016).
Classification: F21 F31
15
Oral counting sequences: a theoretical discussion and analysis through the lens of representational redescription. (English)
Educ. Stud. Math. 93, No. 2, 175-193 (2016).
Classification: F21 F22 F31 F32 C31 C32
16
Concurrent and longitudinal predictors of calculation skills in preschoolers. (English)
Eur. J. Psychol. Educ. 31, No. 2, 155-174 (2016).
Classification: F31 F21 C41 C31
17
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
18
The effects of physical manipulatives on children’s numerical strategies. (English)
Cogn. Instr. 34, No. 1, 27-50 (2016).
Classification: U61 U62 F32 F31 F21 F22
19
Associations between child home language, gender, bilingualism and school readiness: a population-based study. (English)
Early Child. Res. Q. 35, 95-110 (2016).
Classification: C52 C51 F22 F21 F32 F31 C32 C31
20
first | previous | 1 21 41 61 81 101 | next | last

Result 1 to 20 of 206 total

Valid XHTML 1.0 Transitional Valid CSS!