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Result 61 to 80 of 428 total

On the problem-size effect in small additions: can we really discard any counting-based account? (English)
Cognition 128, No. 1, 35-44 (2013).
Classification: F30 F20 C30
61
Set size, individuation, and attention to shape. (English)
Cognition 126, No. 2, 258-267 (2013).
Classification: C30 F20
62
Improbable outcomes: infrequent or extraordinary? (English)
Cognition 127, No. 1, 119-139 (2013).
Classification: K50 K40 C30
63
How children determine the size of 3D structures: investigating factors influencing strategy choice. (English)
Cogn. Instr. 31, No. 1, 29-61 (2013).
Classification: G33 D53
64
Curricular treatments of length measurement in the United States: do they address known learning challenges? (English)
Cogn. Instr. 31, No. 4, 388-433 (2013).
Classification: G31 G32 D31 D32 D71 D72
65
Geometric cues, reference frames, and the equivalence of experienced-aligned and novel-aligned views in human spatial memory. (English)
Cognition 126, No. 3, 459-474 (2013).
Classification: G20 C30
66
The effects of presenting multidigit mathematics problems in a realistic context on sixth graders’ problem solving. (English)
Cogn. Instr. 31, No. 3, 314-344 (2013).
Classification: F93 D53 M13
67
Supporting students’ constructions of the splitting operation. (English)
Cogn. Instr. 31, No. 1, 2-28 (2013).
Classification: F40 C30
68
Numerical processing efficiency improved in experienced mental abacus children. (English)
Cognition 127, No. 2, 149-158 (2013).
Classification: F30 C30
69
Open questions and a proposal: a critical review of the evidence on infant numerical abilities. (English)
Cognition 128, No. 3, 331-352 (2013).
Classification: F21 C31
70
Young children’s mapping between arrays, number words, and digits. (English)
Cognition 129, No. 1, 95-101 (2013).
Classification: F21 C31 C51
71
Connecting numbers to discrete quantification: a step in the child’s construction of integer concepts. (English)
Cognition 129, No. 1, 31-41 (2013).
Classification: F21 C51
72
Can statistical learning bootstrap the integers? (English)
Cognition 128, No. 3, 320-330 (2013).
Classification: F20 C30 C50
73
How do we convert a number into a finger trajectory? (English)
Cognition 129, No. 3, 512-529 (2013).
Classification: F20 C30 C50
74
Sampling from the mental number line: how are approximate number system representations formed? (English)
Cognition 129, No. 1, 63-69 (2013).
Classification: F20 C30
75
An oral proof in a geometry class: how linguistic tools can help map the content of a proof. (English)
Cogn. Instr. 31, No. 3, 271-313 (2013).
Classification: E50 C50 G40
76
Size before numbers: conceptual size primes numerical value. (English)
Cognition 129, No. 1, 18-23 (2013).
Classification: C30 C80 F20
77
Pure left neglect for Arabic numerals. (English)
Brain Cogn. 81, No. 1, 118-123 (2013).
Classification: C30 C80 F20
78
Navigation as a source of geometric knowledge: young children’s use of length, angle, distance, and direction in a reorientation task. (English)
Cognition 123, No. 1, 144-161 (2012).
Classification: G21 C31
79
The use of procedural knowledge in simple addition and subtraction problems. (English)
Cognition 123, No. 3, 392-403 (2012).
Classification: F30 C30
80

Result 61 to 80 of 428 total

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