Number sense in infancy predicts mathematical abilities in childhood.
about
Origins of Knowledge: Insights from Precocial Species.Methodological aspects to be considered when measuring the approximate number system (ANS) - a research reviewThe Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol-Symbol AssociationsTrajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal SchoolingPredicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.The association between higher education and approximate number system acuity.A case for neuroscience in mathematics education.Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.Development of magnitude processing in children with developmental dyscalculia: space, time, and numberUnderstanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development.Young children 'solve for x' using the Approximate Number System.The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers mattersInhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class familiesLink between cognitive neuroscience and education: the case of clinical assessment of developmental dyscalculiaAcquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in PreschoolersIndividual differences in algebraic cognition: Relation to the approximate number and semantic memory systemsEffects of Non-Symbolic Approximate Number Practice on Symbolic Numerical Abilities in Pakistani Children.Modeling the approximate number system to quantify the contribution of visual stimulus features.New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis.How Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study.Origins of the brain networks for advanced mathematics in expert mathematicians.Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance.Non-symbolic division in childhood.Does the approximate number system serve as a foundation for symbolic mathematics?Thinking about quantity: the intertwined development of spatial and numerical cognition.Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2years earlier.A Systematic Review of Longitudinal Studies of Mathematics Difficulty.Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm.Arithmetic Training Does Not Improve Approximate Number System Acuity.The precision of mapping between number words and the approximate number system predicts children's formal math abilities.Number Line Estimation Predicts Mathematical Skills: Difference in Grades 2 and 4.Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability.Distinct Neural Signatures for Very Small and Very Large Numerosities.Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge.Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction.Children's expectations about training the approximate number system.Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood.Development of early numerical abilities of Spanish-speaking Mexican preschoolers: A new assessment tool.Time processing impairments in preschoolers at risk of developing difficulties in mathematics.Resilience in mathematics after early brain injury: The roles of parental input and early plasticity.
P2860
Q26773128-55CC0988-8FEB-4B0E-84F4-EEA93E119547Q26822068-F4DE5698-E9CE-4D02-B805-B6A9529265E4Q28076126-53292430-FA42-4050-A2E8-0E8F357E431AQ28603512-30AFBE3E-206B-47C1-82A4-3AD94CAE5C19Q30575926-5FF013E0-8795-43CB-8ECF-DA1D9EF2E1F8Q33658989-F674EEF2-132A-4B93-B295-C85CE04F807CQ33659126-5356A214-4C9B-4819-945E-D239C3EDCF30Q33772345-C768E31F-160F-4DFE-A5E6-663385B94BA5Q33814838-75FB31B9-8FB3-4DB5-8703-22B0810F9E81Q34115874-32BF29CD-F206-4C3A-A4F2-8FE207DF9EF8Q35377088-EA5F75A3-DF1F-43CB-9143-0CC3DF71A8CFQ35550469-FADF9490-C2A4-4E25-9DBA-A40B29481E34Q35634981-DEB31695-E8BB-4D7E-9CCE-2EB57CCB039EQ35657197-A9F59A69-DF8D-4896-AC71-CC43B0FD764FQ35989872-BEFBC750-C420-4E30-8582-B4EB1BADEDD8Q36021703-36C02B6C-4277-4E5F-8B03-75847C1A4FC4Q36169016-B29E2C9B-64FE-44A6-87E4-1EAC83C2A4B9Q36797025-5B147B23-9767-41C9-89DF-71C5632D7492Q37083813-662B1075-129D-43FF-9664-B25119FCAD1BQ37112383-4B9145C5-646E-42D4-B32B-E7D43975BA35Q37173063-AF01DE68-16BE-4570-92F1-D3377574CC46Q37192232-2D394767-2666-4ACC-903C-CD2C26A4C26CQ37677454-F9775759-789B-42B9-A85E-A3E094716B5CQ37716066-52042BBC-316C-4EC7-B70F-42DE5C9E0D09Q38594773-D094DC72-6CC5-4948-A8C4-0630639A50E4Q38861237-FFCA3537-A1CD-4C04-BED3-B6B3AC345051Q39371846-A6DD3BC2-1715-4CB9-8C02-99A484D43940Q40975221-A67FC445-7FAD-4377-B472-A0B67C4B8C71Q41571041-5546E12B-7DF9-4EAE-A393-70DAB6BE96D4Q41647640-ACB983F1-3B07-4E03-894F-701C456FCC6BQ41684786-C871052C-55CE-4241-9F55-2D90CE95592AQ42036821-6308D0F6-0B59-4D9B-A2D0-8EACEB34BF82Q42288413-FB27478D-B6C9-4DDF-B0CC-A4F0189E448FQ46722442-E4DD1B00-5F07-46A9-84BB-F1AF857A53F5Q47275304-6EBE27A7-E2A4-439F-A496-F60C531B066AQ47377043-958CF812-FAFE-420C-B987-70442BBB78C8Q47405867-776BE0C3-B36D-41C0-9704-0C9746419627Q47597957-688353F1-70E4-443D-811F-31B41957498AQ47614579-72E76C11-1C8A-4AAD-93D1-29A2F1AC651EQ47684408-FF481A58-3BB2-402B-9081-79BA1A4885DF
P2860
Number sense in infancy predicts mathematical abilities in childhood.
description
2013 nî lūn-bûn
@nan
2013 թուականի Հոկտեմբերին հրատարակուած գիտական յօդուած
@hyw
2013 թվականի հոտեմբերին հրատարակված գիտական հոդված
@hy
2013年の論文
@ja
2013年論文
@yue
2013年論文
@zh-hant
2013年論文
@zh-hk
2013年論文
@zh-mo
2013年論文
@zh-tw
2013年论文
@wuu
name
Number sense in infancy predicts mathematical abilities in childhood.
@ast
Number sense in infancy predicts mathematical abilities in childhood.
@en
type
label
Number sense in infancy predicts mathematical abilities in childhood.
@ast
Number sense in infancy predicts mathematical abilities in childhood.
@en
prefLabel
Number sense in infancy predicts mathematical abilities in childhood.
@ast
Number sense in infancy predicts mathematical abilities in childhood.
@en
P2860
P356
P1476
Number sense in infancy predicts mathematical abilities in childhood.
@en
P2093
Ariel Starr
P2860
P304
18116-18120
P356
10.1073/PNAS.1302751110
P407
P577
2013-10-21T00:00:00Z