Relations of different types of numerical magnitude representations to each other and to mathematics achievement.
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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 AssociationsOf Huge Mice and Tiny Elephants: Exploring the Relationship Between Inhibitory Processes and Preschool Math SkillsDevelopmental and individual differences in understanding of fractionsIn how many ways is the approximate number system associated with exact calculation?Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class familiesDevelopment of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading.Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systemsA Systematic Investigation of Accuracy and Response Time Based Measures Used to Index ANS Acuity.Effects of Non-Symbolic Approximate Number Practice on Symbolic Numerical Abilities in Pakistani Children.Improving Preschoolers' Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training.Differences in arithmetic performance between Chinese and German adults are accompanied by differences in processing of non-symbolic numerical magnitude.Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.Distinctive Role of Symbolic Number Sense in Mediating the Mathematical Abilities of Children with AutismDifferences in Arithmetic Performance between Chinese and German Children Are Accompanied by Differences in Processing of Symbolic Numerical Magnitude.Relation between Approximate Number System Acuity and Mathematical Achievement: The Influence of Fluency.Does the approximate number system serve as a foundation for symbolic mathematics?Thinking about quantity: the intertwined development of spatial and numerical cognition.Number Sense and Mathematics: Which, When and How?Magnitude knowledge: the common core of numerical development.Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test).Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2years earlier.From 'sense of number' to 'sense of magnitude' - The role of continuous magnitudes in numerical cognition.Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention.Numerical magnitude processing impairments in genetic syndromes: a cross-syndrome comparison of Turner and 22q11.2 deletion syndromes.Individual differences in the components of children's and adults' information processing for simple symbolic and non-symbolic numeric decisions.The Approximate Number System Acuity Redefined: A Diffusion Model Approach.Congruency effects in dot comparison tasks: convex hull is more important than dot area.Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm.Children's Non-symbolic, Symbolic Addition and Their Mapping Capacity at 4-7 Years Old.The precision of mapping between number words and the approximate number system predicts children's formal math abilities.Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability.Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge.Set size influences the relationship between ANS acuity and math performance: a result of different strategies?Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction.Is the ANS linked to mathematics performance?Modeling Numerosity Representation With an Integrated Diffusion Model.Stable measures of number sense accuracy in math learning disability: Is it time to proceed from basic science to clinical application?
P2860
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P2860
Relations of different types of numerical magnitude representations to each other and to mathematics achievement.
description
2014 nî lūn-bûn
@nan
2014年の論文
@ja
2014年学术文章
@wuu
2014年学术文章
@zh
2014年学术文章
@zh-cn
2014年学术文章
@zh-hans
2014年学术文章
@zh-my
2014年学术文章
@zh-sg
2014年學術文章
@yue
2014年學術文章
@zh-hant
name
Relations of different types o ...... nd to mathematics achievement.
@en
Relations of different types o ...... nd to mathematics achievement.
@nl
type
label
Relations of different types o ...... nd to mathematics achievement.
@en
Relations of different types o ...... nd to mathematics achievement.
@nl
prefLabel
Relations of different types o ...... nd to mathematics achievement.
@en
Relations of different types o ...... nd to mathematics achievement.
@nl
P1476
Relations of different types o ...... nd to mathematics achievement.
@en
P2093
Drew H Bailey
Robert S Siegler
P356
10.1016/J.JECP.2014.01.013
P577
2014-03-31T00:00:00Z