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Result 1 to 20 of 28 total

To infinity and beyond: children generalize the successor function to all possible numbers years after learning to count. (English)
Cogn. Psychol. 92, 22-36 (2017).
Classification: F21 F22
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1
People’s conditional probability judgments follow probability theory (plus noise). (English)
Cogn. Psychol. 89, 106-133 (2016).
Classification: K50 C30
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2
Numerical morphology supports early number word learning: evidence from a comparison of Young mandarin and English learners. (English)
Cogn. Psychol. 88, 162-186 (2016).
Classification: F21 C51 C31
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3
How numbers mean: comparing random walk models of numerical cognition varying both encoding processes and underlying quantity representations. (English)
Cogn. Psychol. 91, 63-81 (2016).
Classification: C30 F20 D20
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4
Within-subject consistency and between-subject variability in Bayesian reasoning strategies. (English)
Cogn. Psychol. 81, 26-47 (2015).
Classification: K55 E55 D75
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5
Learning from experience in nonlinear environments: evidence from a competition scenario. (English)
Cogn. Psychol. 81, 48-73 (2015).
Classification: K50 C30 D70
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6
Why is number word learning hard? Evidence from bilingual learners. (English)
Cogn. Psychol. 83, 1-21 (2015).
Classification: C51 F21 D71
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7
Fractions as percepts? Exploring cross-format distance effects for fractional magnitudes. (English)
Cogn. Psychol. 78, 28-56 (2015).
Classification: F40 C30
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8
Extending problem-solving procedures through reflection. (English)
Cogn. Psychol. 74, 1-34 (2014).
Classification: D50 F30 C30 C80
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9
Win-stay, lose-sample: a simple sequential algorithm for approximating Bayesian inference. (English)
Cogn. Psychol. 74, 35-65 (2014).
Classification: C30 K50
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10
Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality. (English)
Cogn. Psychol. 72, 27-53 (2014).
Classification: F21 C31
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11
A rational account of pedagogical reasoning: teaching by, and learning from, examples. (English)
Cogn. Psychol. 71, 55-89 (2014).
Classification: C30 D40
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12
Number skills are maintained in healthy ageing. (English)
Cogn. Psychol. 69, 25-45 (2014).
Classification: C30 F20 F30
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13
Erratum to: “The development of ordinal numerical competence in young children”. (English)
Cogn. Psychol. 44, No. 2, 191-192 (2002).
Classification: C41 C31 F21
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14
Infants’ discrimination of number vs. continuous extent. (English)
Cogn. Psychol. 44, No. 1, 33-66 (2002).
Classification: C41 F21 G31
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15
The development of ordinal numerical competence in young children. (English)
Cogn. Psychol. 43, No. 1, 53-81 (2001); eratum ibid. 44, No. 2, 191-192 (2002).
Classification: C41 C31 F21
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16
The easy path from many to much: the numerosity heuristic. (English)
Cogn. Psychol. 26, No. 2, 103-133 (1994).
Classification: F20 K50 C30
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17
Children’s acquisition of the number words and the counting system. (English)
Cogn. Psychol. 24, No. 2, 220-251 (1992).
Classification: C31 F21
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18
Effects of collection terms on class-inclusion and on number tasks. (English)
Cogn. Psychol. 20, No. 1, 96-120 (1988).
Classification: F21 F22 E61 E62
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19
Cognitive objectives in LOGO debugging curriculum: instruction, learning, and transfer. (English)
Cogn. Psychol. 20, No. 3, 362-404 (1988).
Classification: Q32 P52
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20
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Result 1 to 20 of 28 total

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