A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence
about
Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal SchoolingNumber sense in infancy predicts mathematical abilities in childhood.Improving arithmetic performance with number sense training: an investigation of underlying mechanism.Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.Cognitive components of a mathematical processing network in 9-year-old children.Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading.The Relationship Between Accuracy of Numerical Magnitude Comparisons and Children's Arithmetic Ability: A Study in Iranian Primary School Children.Does the approximate number system serve as a foundation for symbolic mathematics?Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test).How do individual differences in children's domain specific and domain general abilities relate to brain activity within the intraparietal sulcus during arithmetic? An fMRI study.Non-symbolic approximate arithmetic training improves math performance in preschoolers.Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic.Number Knowledge and Young Children’s Ability to Measure Length
P2860
Q28603512-468792AD-6A71-4BEC-AA33-B5DEB979427EQ30557383-9232B8FB-9F4B-425F-9297-1DCF1BC7C9ABQ34090710-DB7F37D6-6BFF-4779-B21E-737FE4DF6975Q34515627-78AD916C-4986-4525-9E73-4955F299FDD5Q34617813-30CF4088-4953-43BF-B47F-B975CF039BF7Q35946009-2ED1E3E9-964F-44E6-BA22-974E82CE4771Q37422405-A19F9472-0CFC-4924-A5F9-DE922432CDF8Q37716066-1B859F3F-6F7C-483F-A9FC-6EB64C76DA58Q38828551-62AAA482-0A3A-446C-99CF-CFD4BEADB35CQ47376262-895CD9F3-D816-4329-8059-19298FF0617BQ47663903-6FBEB4E1-6A30-4407-8BAC-511C000BD386Q48062014-67175787-37E5-4288-BCEF-39F3A9F86227Q58157414-8838BB50-1B82-487B-B218-CDE35C95BC27
P2860
A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence
description
2013 nî lūn-bûn
@nan
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
2013年论文
@zh
2013年论文
@zh-cn
name
A two-minute paper-and-pencil ...... ildren's arithmetic competence
@en
type
label
A two-minute paper-and-pencil ...... ildren's arithmetic competence
@en
prefLabel
A two-minute paper-and-pencil ...... ildren's arithmetic competence
@en
P2093
P2860
P1433
P1476
A two-minute paper-and-pencil ...... ildren's arithmetic competence
@en
P2093
Barrie Evans
Daniel Ansari
Lisa Archibald
Nadia Nosworthy
Stephanie Bugden
P2860
P304
P356
10.1371/JOURNAL.PONE.0067918
P407
P577
2013-07-02T00:00:00Z