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Result 1 to 20 of 65 total

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
1
Individual differences in nonverbal number skills predict math anxiety. (English)
Cognition 159, 156-162 (2017).
Classification: C20 F20 C30
2
A set for relational reasoning: facilitation of algebraic modeling by a fraction task. (English)
J. Exp. Child Psychol. 152, 351-366 (2016).
Classification: F43 F93 H33
3
The cognitive foundations of early arithmetic skills: it is counting and number judgment, but not finger gnosis, that count. (English)
J. Exp. Child Psychol. 152, 327-334 (2016).
Classification: F32 C32 C42
4
The role of physical digit representation and numerical magnitude representation in children’s multiplication fact retrieval. (English)
J. Exp. Child Psychol. 152, 41-53 (2016).
Classification: F32 C32
5
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
6
EEG-based prediction of cognitive workload induced by arithmetic: a step towards online adaptation in numerical learning. (English)
ZDM, Math. Educ. 48, No. 3, 267-278 (2016).
Classification: C30 C80 F30
7
Finger gnosis predicts a unique but small part of variance in initial arithmetic performance. (English)
J. Exp. Child Psychol. 146, 1-16 (2016).
Classification: F32 C42 C52 C32
8
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
9
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
10
Free versus anchored numerical estimation: a unified approach. (English)
Cognition 149, 11-17 (2016).
Classification: F22 F32 C32
11
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
12
Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities. (English)
J. Exp. Child Psychol. 143, 85-101 (2016).
Classification: F72 C32 C42
13
Ten-year-old children strategies in mental addition: a counting model account. (English)
Cognition 146, 48-57 (2016).
Classification: F32 F22 C32
14
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
15
Spatial and numerical processing in children with non-verbal learning disabilities. (English)
Res. Dev. Disabil. 47, 61-72 (2015).
Classification: C30 C40 F30 G40
16
Inhibition in dot comparison tasks. (English)
ZDM, Math. Educ. 47, No. 5, 759-770 (2015).
Classification: F22 F32 C32 C42
17
Spatial and numerical processing in children with high and low visuospatial abilities. (English)
J. Exp. Child Psychol. 132, 84-98 (2015).
Classification: F32 F22 C42 C32
18
Modeling the approximate number system to quantify the contribution of visual stimulus features. (English)
Cognition 142, 247-265 (2015).
Classification: F20 C30 N20
19
Mathematical difficulties in developmental coordination disorder: symbolic and nonsymbolic number processing. (English)
Res. Dev. Disabil. 43-44, 167-178 (2015).
Classification: D72 C42 F32
20
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Result 1 to 20 of 65 total

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