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Result 101 to 120 of 428 total

Numerical ordering ability mediates the relation between number-sense and arithmetic competence. (English)
Cognition 121, No. 2, 256-261 (2011).
Classification: F30 C30
101
Rapid parallel semantic processing of numbers without awareness. (English)
Cognition 120, No. 1, 136-147 (2011).
Classification: F30 C30
102
The size congruity effect: is bigger always more? (English)
Cognition 118, No. 1, 94-110 (2011).
Classification: F30 F70 C30
103
Number-knower levels in young children: insights from Bayesian modeling. (English)
Cognition 120, No. 3, 391-402 (2011).
Classification: F21 C31
104
An association between understanding cardinality and analog magnitude representations in preschoolers. (English)
Cognition 119, No. 1, 10-22 (2011).
Classification: F21 C31
105
Sensitivity to number: reply to Gebuis and Gevers. (English)
Cognition 121, No. 2, 253-255 (2011).
Classification: F20 C30
106
Numerosities and space; indeed a cognitive illusion! A reply to de Hevia and Spelke (2009). (English)
Cognition 121, No. 2, 248-252 (2011).
Classification: F20 C30
107
Squeezing, striking, and vocalizing: is number representation fundamentally spatial? (English)
Cognition 120, No. 2, 225-235 (2011).
Classification: F20 C30 F30
108
A working memory account for spatial-numerical associations. (English)
Cognition 119, No. 1, 114-119 (2011).
Classification: F20 C30
109
Numerosity and number signs in deaf Nicaraguan adults. (English)
Cognition 121, No. 3, 427-436 (2011).
Classification: C50 C40 C30 F20
110
Studying the practical rationality of mathematics teaching: what goes into “installing" a theorem in geometry? (English)
Cogn. Instr. 29, No. 2, 218-255 (2011).
Classification: G40 D40
111
Transfer effects in children’s recall of arithmetic facts. (English)
Cogn. Instr. 29, No. 3, 330-348 (2011).
Classification: F30 C30
112
Blake’s development of the number words “one," “two," and “three". (English)
Cogn. Instr. 29, No. 3, 265-296 (2011).
Classification: F21 C31 C51
113
Socially shared regulation in collaborative groups: an analysis of the interplay between quality of social regulation and group processes. (English)
Cogn. Instr. 29, No. 4, 375-415 (2011).
Classification: C70 C60
114
A theory bite on learning through mathematical activity. (English)
Cogn. Instr. 29, No. 2, 256-263 (2011).
Classification: C30 D40 D20
115
Working memory capacity and categorization: Individual differences and modeling. (English)
J. Exp. Psychol.: Learn. Mem. Cogn. 37, No. 3, 720-738 (2011).
Classification: C30 C80
116
Error discounting in probabilistic category learning. (English)
J. Exp. Psychol.: Learn. Mem. Cogn. 37, No. 3, 673-687 (2011).
Classification: C30 C80
117
Adults\rq strategies for simple addition and multiplication: Verbal self-reports and the operand recognition paradigm. (English)
J. Exp. Psychol.: Learn. Mem. Cogn. 37, No. 3, 661-672 (2011).
Classification: C30 C80 F30
118
Identifying representational competence with multi-representational displays. (English)
Cogn. Instr. 29, No. 1, 123-145 (2011).
Classification: C30 D60 U60 M60
119
Novice teacher learning and motivation across contexts: Assessment tools as boundary objects. (English)
Cogn. Instr. 29, No. 1, 88-122 (2011).
Classification: B50 C60 D60
120

Result 101 to 120 of 428 total

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