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Result 81 to 100 of 428 total

Representation of numerical and non-numerical order in children. (English)
Cognition 124, No. 3, 304-313 (2012).
Classification: F21 F22 F31 F32 C31 C32
81
Increasing magnitude counts more: asymmetrical processing of ordinality in 4-month-old infants. (English)
Cognition 124, No. 2, 183-193 (2012).
Classification: F21 C31
82
Does learning to count involve a semantic induction? (English)
Cognition 123, No. 1, 162-173 (2012).
Classification: F21 C31
83
Nature and culture of finger counting: diversity and representational effects of an embodied cognitive tool. (English)
Cognition 124, No. 2, 156-182 (2012).
Classification: F20 C50 C30
84
Intentional subitizing: exploring the role of automaticity in enumeration. (English)
Cognition 124, No. 2, 107-116 (2012).
Classification: F20 C30
85
Bootstrapping in a language of thought: a formal model of numerical concept learning. (English)
Cognition 123, No. 2, 199-217 (2012).
Classification: F20 C30 C50 C80
86
Linear mapping of numbers onto space requires attention. (English)
Cognition 122, No. 3, 454-459 (2012).
Classification: F20 C30
87
The gestures ASL signers use tell us when they are ready to learn math. (English)
Cognition 123, No. 3, 448-453 (2012).
Classification: C52 C53 C42 C43 C32 C33
88
Eye gaze reveals a fast, parallel extraction of the syntax of arithmetic formulas. (English)
Cognition 125, No. 3, 475-490 (2012).
Classification: C30 F30 E40
89
What’s magic about magic numbers? Chunking and data compression in short-term memory. (English)
Cognition 122, No. 3, 346-362 (2012).
Classification: C30 F20
90
Is the role of equations in the doing of word problems in school algebra changing? Initial indications from teacher study groups. (English)
Cogn. Instr. 30, No. 1, 1-38 (2012).
Classification: F90 H30 C70 D40
91
Fostering at-risk kindergarten children’s number sense. (English)
Cogn. Instr. 30, No. 4, 435-470 (2012).
Classification: F21 F31 D31 U71
92
Multiple representations in number line estimation: a developmental shift or classes of representations? (English)
Cogn. Instr. 30, No. 3, 246-260 (2012).
Classification: F21 F22
93
Mathematicians’ perspectives on features of a good pedagogical proof. (English)
Cogn. Instr. 30, No. 2, 146-169 (2012).
Classification: E55
94
Predilection or preconception? A reply to Treccani and Umiltà. (English)
Brain Cogn. 75, No. 3, 316-318 (2011).
Classification: C30 F20
95
How to cook a SNARC? Space may be the critical ingredient, after all: a comment on Fischer, Mills, and Shaki (2010). (English)
Brain Cogn. 75, No. 3, 310-315 (2011).
Classification: C30 F20
96
Combinatorics and probability: six- to ten-year-olds reliably predict whether a relation will occur. (English)
Cognition 120, No. 3, 372-379 (2011).
Classification: K52 K22
97
Reducing cognitive biases in probabilistic reasoning by the use of logarithm formats. (English)
Cognition 120, No. 2, 248-267 (2011).
Classification: K50
98
The mental representation of integers: an abstract-to-concrete shift in the understanding of mathematical concepts. (English)
Cognition 121, No. 3, 363-385 (2011).
Classification: F40 C30
99
Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals. (English)
Cognition 118, No. 1, 32-44 (2011).
Classification: F32 C32
100

Result 81 to 100 of 428 total

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