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Result 1 to 20 of 33 total

Better together: multiple lines of evidence for a link between approximate and exact number representations: a reply to Merkley, Matejko, and Ansari. (English)
J. Exp. Child Psychol. 153, 168-172 (2017).
Classification: F21 C31 F31
1
Strong causal claims require strong evidence: a commentary on Wang and colleagues. (English)
J. Exp. Child Psychol. 153, 163-167 (2017).
Classification: F21 C31 F31
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
3
Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. (English)
J. Exp. Child Psychol. 154, 146-163 (2017).
Classification: F21 F31 C51 C31
4
Individual differences in nonverbal number skills predict math anxiety. (English)
Cognition 159, 156-162 (2017).
Classification: C20 F20 C30
5
Non-symbolic approximate arithmetic training improves math performance in preschoolers. (English)
J. Exp. Child Psychol. 152, 278-293 (2016).
Classification: F31 F21 C31 C51
6
The relation between ANS and symbolic arithmetic skills: the mediating role of number-numerosity mappings. (English)
Contemp. Educ. Psychol. 46, 208-217 (2016).
Classification: F21 F22 F31 F32 C31 C32
7
The precision of mapping between number words and the approximate number system predicts children’s formal math abilities. (English)
J. Exp. Child Psychol. 150, 207-226 (2016).
Classification: F21 C51 C41 C42 C31 C32
8
Kindergartners’ fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2 years earlier. (English)
J. Exp. Child Psychol. 150, 31-47 (2016).
Classification: F21 F31
9
Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance. (English)
J. Exp. Child Psychol. 147, 82-99 (2016).
Classification: F21 C31 F31
10
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
11
Non-symbolic division in childhood. (English)
J. Exp. Child Psychol. 142, 66-82 (2016).
Classification: F21 F31 C31 C41
12
Inhibition in dot comparison tasks. (English)
ZDM, Math. Educ. 47, No. 5, 759-770 (2015).
Classification: F22 F32 C32 C42
13
Identifying the cognitive predictors of early counting and calculation skills: evidence from a longitudinal study. (English)
J. Exp. Child Psychol. 140, 16-37 (2015).
Classification: F21 F31 F32 C31 C32 C41 C42
14
Early numerical foundations of young children’s mathematical development. (English)
J. Exp. Child Psychol. 132, 205-212 (2015).
Classification: F21 C31
15
Individual differences in algebraic cognition: relation to the approximate number and semantic memory systems. (English)
J. Exp. Child Psychol. 140, 211-227 (2015).
Classification: F20 F30 H20 H30 C30
16
Modeling the approximate number system to quantify the contribution of visual stimulus features. (English)
Cognition 142, 247-265 (2015).
Classification: F20 C30 N20
17
Mathematical difficulties in developmental coordination disorder: symbolic and nonsymbolic number processing. (English)
Res. Dev. Disabil. 43-44, 167-178 (2015).
Classification: D72 C42 F32
18
Children’s mappings between number words and the approximate number system. (English)
Cognition 138, 102-121 (2015).
Classification: F21 C51
19
Approximate number word knowledge before the cardinal principle. (English)
J. Exp. Child Psychol. 130, 35-55 (2015).
Classification: F21 C51
20
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Result 1 to 20 of 33 total

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