Typical and atypical development of basic numerical skills in elementary school.
about
Mathematics anxiety in children with developmental dyscalculia.Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.Relationships between magnitude representation, counting and memory in 4- to 7-year-old children: a developmental study.Development of magnitude processing in children with developmental dyscalculia: space, time, and numberProcessing ordinality and quantity: the case of developmental dyscalculia.Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment.Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.In how many ways is the approximate number system associated with exact calculation?Cognitive components of a mathematical processing network in 9-year-old children.Processing of intentional and automatic number magnitudes in children born prematurely: evidence from fMRI.Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model.Link between cognitive neuroscience and education: the case of clinical assessment of developmental dyscalculiaThe Contribution of Numerical Magnitude Comparison and Phonological Processing to Individual Differences in Fourth Graders' Multiplication Fact AbilitySymbolic and non symbolic numerical representation in adults with and without developmental dyscalculiaThe approximate number system and its relation to early math achievement: evidence from the preschool years.Mathematical Cognition Deficits in Children With Learning Disabilities and Persistent Low Achievement: A Five-Year Prospective Study.Persistent consequences of atypical early number concepts.The "where" and "what" in developmental dyscalculia.Visual Form Perception Can Be a Cognitive Correlate of Lower Level Math Categories for Teenagers.Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test).Development of numerical processing in children with typical and dyscalculic arithmetic skills-a longitudinal study.Time processing in dyscalculia.Symbolic number: the integration of magnitude and spatial representations in children aged 6 to 8 years.Quantities, amounts, and the numerical core system.Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles.Automatic non-symbolic numerosity processing in preschoolers.The precision of mapping between number words and the approximate number system predicts children's formal math abilities.Automatic number priming effects in adults with and without mathematical learning disabilities.Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties.Reliability and Validity of Nonsymbolic and Symbolic Comparison Tasks in School-Aged Children.The approximate number system and domain-general abilities as predictors of math ability in children with normal hearing and hearing loss.Association between basic numerical abilities and mathematics achievement.The approximate number system is not predictive for symbolic number processing in kindergarteners.Defective Number Sense or Impaired Access? Differential Impairments in Different Subgroups of Children With Mathematics Difficulties.Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes With Different Cognitive Profiles and Deficits.Numerical Magnitude Representation in Children With Mathematical Difficulties With or Without Reading Difficulties.Subitizing and counting in typical and atypical development.Innate or Acquired? - Disentangling Number Sense and Early Number Competencies.
P2860
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P2860
Typical and atypical development of basic numerical skills in elementary school.
description
2009 nî lūn-bûn
@nan
2009年の論文
@ja
2009年学术文章
@wuu
2009年学术文章
@zh
2009年学术文章
@zh-cn
2009年学术文章
@zh-hans
2009年学术文章
@zh-my
2009年学术文章
@zh-sg
2009年學術文章
@yue
2009年學術文章
@zh-hant
name
Typical and atypical development of basic numerical skills in elementary school.
@en
Typical and atypical development of basic numerical skills in elementary school.
@nl
type
label
Typical and atypical development of basic numerical skills in elementary school.
@en
Typical and atypical development of basic numerical skills in elementary school.
@nl
prefLabel
Typical and atypical development of basic numerical skills in elementary school.
@en
Typical and atypical development of basic numerical skills in elementary school.
@nl
P1476
Typical and atypical development of basic numerical skills in elementary school.
@en
P2093
Christina Kölle
P304
P356
10.1016/J.JECP.2008.12.006
P577
2009-02-28T00:00:00Z