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Result 41 to 60 of 428 total

Do first graders make efficient use of external number representations? The case of the twenty-frame. (English)
Cogn. Instr. 32, No. 4, 353-373 (2014).
Classification: F32 C32 U62
41
The role of instructional engineering in reducing the uncertainties of ambitious teaching. (English)
Cogn. Instr. 32, No. 4, 374-415 (2014).
Classification: D40 D50
42
Sequential modulations of poorer-strategy effects during strategy execution: an event-related potential study in arithmetic. (English)
Brain Cogn. 91, 123-130 (2014).
Classification: C80 C30 F30
43
Dissociation in accessing space and number representations in pathologic pain patients. (English)
Brain Cogn. 90, 151-156 (2014).
Classification: C80 F20
44
What is adaptive about adaptive decision making? A parallel constraint satisfaction account. (English)
Cognition 133, No. 3, 641-666 (2014).
Classification: K50 C30 K40 M70
45
The role of causal models in multiple judgments under uncertainty. (English)
Cognition 133, No. 3, 611-620 (2014).
Classification: K50 K40 M60
46
Spontaneous focusing on quantitative relations in the development of children’s fraction knowledge. (English)
Cogn. Instr. 32, No. 2, 198-218 (2014).
Classification: F41 F42 C31 C32
47
Fostering first graders’ fluency with basic subtraction and larger addition combinations via computer-assisted instruction. (English)
Cogn. Instr. 32, No. 2, 159-197 (2014).
Classification: F32 U72
48
Numerical discrimination is mediated by neural coding variation. (English)
Cognition 133, No. 3, 601-610 (2014).
Classification: F20 C30 F30 F40
49
Improving arithmetic performance with number sense training: an investigation of underlying mechanism. (English)
Cognition 133, No. 1, 188-200 (2014).
Classification: F20 F30 C30
50
Visual experience influences the interactions between fingers and numbers. (English)
Cognition 133, No. 1, 91-96 (2014).
Classification: F20 C40
51
Relations of instructional tasks to teacher-student discourse in mathematics classrooms of Chinese primary schools. (English)
Cogn. Instr. 32, No. 1, 2-43 (2014).
Classification: C73 D53
52
How teachers link ideas in mathematics instruction using speech and gesture: a corpus analysis. (English)
Cogn. Instr. 32, No. 1, 65-100 (2014).
Classification: C59
53
How children perceive fractals: hierarchical self-similarity and cognitive development. (English)
Cognition 133, No. 1, 10-24 (2014).
Classification: C32 C42 G22
54
Motivated perception of probabilistic information. (English)
Cognition 133, No. 2, 429-442 (2014).
Classification: C30 K50
55
Framing deductive reasoning with emotional content: an fMRI study. (English)
Brain Cogn. 87, 153-160 (2014).
Classification: E30 E50 C80
56
Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children. (English)
Cognition 131, No. 1, 92-107 (2014).
Classification: F72 F32 F22 C32
57
The origins of probabilistic inference in human infants. (English)
Cognition 130, No. 3, 335-347 (2014).
Classification: C31 K51
58
Disruptions to number bisection after brain injury: neglecting parts of the mental number line or working memory impairments? (English)
Brain Cogn. 86, 116-123 (2014).
Classification: C30 F20 C40 C90
59
Rational variability in children’s causal inferences: the sampling hypothesis. (English)
Cognition 126, No. 2, 285-300 (2013).
Classification: K51 K41 K71
60

Result 41 to 60 of 428 total

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