about
Functional imaging of numerical processing in adults and 4-y-old children.Measuring acuity of the approximate number system reliably and validly: the evaluation of an adaptive test procedureExamining the presence and determinants of operational momentum in childhoodMonkeys match and tally quantities across senses.Nonsymbolic, approximate arithmetic in children: abstract addition prior to instructionRepresentation of numerosity in posterior parietal cortex.Delays without mistakes: response time and error distributions in dual-task.Training the approximate number system improves math proficiencyBasic math in monkeys and college studentsThe association between higher education and approximate number system acuity.Relationships between magnitude representation, counting and memory in 4- to 7-year-old children: a developmental study.Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.Non-symbolic halving in an Amazonian indigene groupCrossing the divide: infants discriminate small from large numerosities.The difficulties of representing continuous extent in infancy: using number is just easier.Processing ordinality and quantity: the case of developmental dyscalculia.Children base their investment on calculated pay-offNon-verbal number acuity correlates with symbolic mathematics achievement: but only in children.The probabilities of unique events.In how many ways is the approximate number system associated with exact calculation?Core multiplication in childhood.Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schoolingYoung children's understanding of "more" and discrimination of number and surface area.Young children 'solve for x' using the Approximate Number System.The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers mattersLink between cognitive neuroscience and education: the case of clinical assessment of developmental dyscalculiaBeing Sticker Rich: Numerical Context Influences Children's Sharing Behavior.Preschool acuity of the approximate number system correlates with school math ability.Salience driven value integration explains decision biases and preference reversal.Comment on "Log or linear? Distinct intuitions of the number scale in Western and Amazonian indigene cultures".Parallels in stimulus-driven oscillatory brain responses to numerosity changes in adults and seven-month-old infantsrTMS over the intraparietal sulcus disrupts numerosity processing.A distributed neural system for top-down face processingConnecting neural coding to number cognition: a computational accountEstimation abilities of large numerosities in Kindergartners.Understanding less than nothing: children's neural response to negative numbers shifts across age and accuracy.Children's understanding of the relationship between addition and subtractionWhy do we differ in number sense? Evidence from a genetically sensitive investigation.How to interpret cognitive training studies: A reply to Lindskog & Winman.Does the approximate number system serve as a foundation for symbolic mathematics?
P2860
Q21092777-834085ED-0C63-479F-B2B3-3D19AF7534A7Q28687053-31B1413E-7BA7-4B92-8C6A-73867C6C70C7Q30453520-86EB3BD2-BCB1-44AD-A746-B956E5B1D0E3Q30454933-FCEB521A-814C-4218-9384-711BC2174F01Q30461317-CBEC6B61-7956-4A42-9BFC-DB69AA789B24Q30466822-7B4F8D67-4C5F-45F4-A820-76F8BA2BA81FQ30493509-283176D4-7802-475C-BCFE-4302145587E2Q30550924-7AA9FEB4-43F1-43C8-9972-29CB9B395AF4Q33311341-0CCD422B-F173-42F2-8421-2DE52154ED57Q33658989-B4B989C5-54AD-4DD9-BE59-CD4395582720Q33707727-B43A26DE-5184-416F-ADD1-4A2CB9663648Q33772345-1DA5AE6D-AC7C-4A4D-8A7C-FE4F43106C7DQ33776613-94F61D51-65D3-43EB-BAC7-6CB8843902C8Q34003329-2978CFBE-FC17-4924-A35C-5EF01E8749ECQ34003374-7C490D15-2217-4F9A-88F3-F8619E05566CQ34025984-885D8DDB-8A21-4D0B-99D8-C398FD0562C8Q34193743-3DE12CB9-A0E4-41ED-80C9-1CDA259D2C00Q34214138-3EAB91FD-26FD-4689-82C4-0895DD3F8699Q34441038-4EEAA83D-7CB5-44BD-BBC8-20F34AA2841AQ34542010-9AEE365C-F35A-4C39-8AF5-04B9C5B8C068Q35029142-72F98CFE-BC10-4B19-91B1-5D86B758A4E3Q35086293-192477CA-76B4-42B3-A5AC-C6F946DEDAAFQ35299214-2071BDCC-287A-4704-BDAF-FD8FECE7F078Q35377088-CEBDB285-FE79-4673-B853-B0026FC1047AQ35550469-F09A3643-2891-40A5-B584-94E754BFC61FQ35657197-1E567E45-96F1-4227-B3DA-EE3BF7D92632Q35831811-CB7A1E60-CA55-43C5-BE88-9978D4A625BDQ35917179-F31F63DF-D21F-4C83-BB03-377B43A39837Q36066448-A229C2E5-B037-4480-A35A-02C5E06D7D4CQ36087312-4013EDAD-90B9-4BE4-B978-6A7996B3E165Q36802425-A99A2413-AE14-4E41-B5BA-106D207159AEQ36938198-2F51E397-4A61-4B5E-BE8D-068F9DB2095FQ37081463-F9E7CF34-1D81-4CE1-A56C-CBF3783C66B2Q37109718-EDF619A4-3820-40C5-A092-7231784C78EBQ37129571-9BF90F42-A63D-4949-8C46-0F390B2C0B6DQ37157982-167EA72E-0A71-4901-8744-A323D848CD86Q37250998-A8948EEA-B01C-4205-9AAC-CE60748EC26BQ37671540-EC8E4893-A160-46F0-A1ED-96FFF79447A8Q37713822-4372C90B-6603-497F-9C00-EF55F066268DQ37716066-D1E649F4-A4AD-4137-9247-96707A5C91B1
P2860
description
2005 nî lūn-bûn
@nan
2005年の論文
@ja
2005年学术文章
@wuu
2005年学术文章
@zh
2005年学术文章
@zh-cn
2005年学术文章
@zh-hans
2005年学术文章
@zh-my
2005年学术文章
@zh-sg
2005年學術文章
@yue
2005年學術文章
@zh-hant
name
Non-symbolic arithmetic in adults and young children.
@en
Non-symbolic arithmetic in adults and young children.
@nl
type
label
Non-symbolic arithmetic in adults and young children.
@en
Non-symbolic arithmetic in adults and young children.
@nl
prefLabel
Non-symbolic arithmetic in adults and young children.
@en
Non-symbolic arithmetic in adults and young children.
@nl
P2093
P50
P1433
P1476
Non-symbolic arithmetic in adults and young children.
@en
P2093
Hilary Barth
Jennifer Lipton
Kristen La Mont
P304
P356
10.1016/J.COGNITION.2004.09.011
P577
2005-03-05T00:00:00Z