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Result 1 to 20 of 428 total

Infants’ detection of increasing numerical order comes before detection of decreasing number. (English)
Cognition 158, 177-188 (2017).
Classification: F21 C31
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1
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
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2
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
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3
Individual differences in nonverbal number skills predict math anxiety. (English)
Cognition 159, 156-162 (2017).
Classification: C20 F20 C30
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4
Participatory design research as a practice for systemic repair: doing hand-in-hand math research with families. (English)
Cogn. Instr. 34, No. 3, 222-235 (2016).
Classification: D20 C60
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5
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
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6
Young children do not succeed in choice tasks that imply evaluating chances. (English)
Cognition 152, 32-39 (2016).
Classification: K51 C31
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7
Numeracy moderates the influence of task-irrelevant affect on probability weighting. (English)
Cognition 151, 37-41 (2016).
Classification: K40 K50 K70 C30 C20
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8
Corrigendum to: “Non-formal mechanisms in mathematical cognitive development: the case of arithmetic”. (English)
Cognition 151, 113 (2016).
Classification: F32 F33 C32 C33
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9
Non-formal mechanisms in mathematical cognitive development: the case of arithmetic. (English)
Cognition 149, 40-55 (2016); corrigendum ibid. 151, 131 (2016).
Classification: F32 F33 C32 C33
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10
Beyond magnitude: judging ordinality of symbolic number is unrelated to magnitude comparison and independently relates to individual differences in arithmetic. (English)
Cognition 150, 68-76 (2016).
Classification: F30 F20 C30
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11
Free versus anchored numerical estimation: a unified approach. (English)
Cognition 149, 11-17 (2016).
Classification: F22 F32 C32
MPG SFX Services
12
A helping hand putting in order: visuomotor routines organize numerical and non-numerical sequences in space. (English)
Cognition 152, 40-52 (2016).
Classification: F20 C30 C50
MPG SFX Services
13
How to interpret cognitive training studies: a reply to Lindskog \& Winman. (English)
Cognition 150, 247-251 (2016).
Classification: F20 F30 C30
MPG SFX Services
14
No evidence of learning in non-symbolic numerical tasks ‒ a comment on Park and Brannon (2014). (English)
Cognition 150, 243-247 (2016).
Classification: F20 F30 C30
MPG SFX Services
15
Teaching mathematics for spatial justice: an investigation of the lottery. (English)
Cogn. Instr. 34, No. 1, 1-26 (2016).
Classification: D30 K50 K20 C60
MPG SFX Services
16
Adaptation to number operates on perceived rather than physical numerosity. (English)
Cognition 151, 63-67 (2016).
Classification: C30 C80 F20
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17
Conceptual and procedural distinctions between fractions and decimals: a cross-national comparison. (English)
Cognition 147, 57-69 (2016).
Classification: F40 C30
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18
Ten-year-old children strategies in mental addition: a counting model account. (English)
Cognition 146, 48-57 (2016).
Classification: F32 F22 C32
MPG SFX Services
19
Fast automated counting procedures in addition problem solving: when are they used and why are they mistaken for retrieval? (English)
Cognition 146, 289-303 (2016).
Classification: F30 D50 C30 D70
MPG SFX Services
20
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Result 1 to 20 of 428 total

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