The approximate number system and its relation to early math achievement: evidence from the preschool years.
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Methodological aspects to be considered when measuring the approximate number system (ANS) - a research reviewNumber sense in infancy predicts mathematical abilities in childhood.Visual perception can account for the close relation between numerosity processing and computational fluency.In how many ways is the approximate number system associated with exact calculation?Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement.Preschoolers' dot enumeration abilities are markers of their arithmetic competence.Inhibitory 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 dyscalculiaA Systematic Investigation of Accuracy and Response Time Based Measures Used to Index ANS Acuity.Children and Adults Use Physical Size and Numerical Alliances in Third-Party Judgments of Dominance.Is Approximate Number Precision a Stable Predictor of Math Ability?The Relationship Between Accuracy of Numerical Magnitude Comparisons and Children's Arithmetic Ability: A Study in Iranian Primary School Children.Relation between Approximate Number System Acuity and Mathematical Achievement: The Influence of Fluency.Non-symbolic division in childhood.Does the approximate number system serve as a foundation for symbolic mathematics?Williams syndrome and its cognitive profile: the importance of eye movementsVisual Form Perception Can Be a Cognitive Correlate of Lower Level Math Categories for Teenagers.Number Sense and Mathematics: Which, When and How?Magnitude knowledge: the common core of numerical development.Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2years earlier.Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention.Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm.The precision of mapping between number words and the approximate number system predicts children's formal math abilities.Numerosity representation is encoded in human subcortex.Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability.Developmental changes in the association between approximate number representations and addition skills in elementary school childrenEfficient estimation of Weber's W.Spatial Processing in Infancy Predicts Both Spatial and Mathematical Aptitude in Childhood.The approximate number system and domain-general abilities as predictors of math ability in children with normal hearing and hearing loss.The Impact of Emotion on Numerical Estimation: A Developmental Perspective.Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.The approximate number system is not predictive for symbolic number processing in kindergarteners.The relationship between non-symbolic multiplication and division in childhood.Intergenerational associations in numerical approximation and mathematical abilities.Representations of numerical and non-numerical magnitude both contribute to mathematical competence in children.Acuity of the approximate number system and preschoolers' quantitative development.Innate or Acquired? - Disentangling Number Sense and Early Number Competencies.Frequency of Home Numeracy Activities Is Differentially Related to Basic Number Processing and Calculation Skills in Kindergartners.Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.Children’s Non-symbolic and Symbolic Numerical Representations and Their Associations With Mathematical Ability.
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P2860
The approximate number system and its relation to early math achievement: evidence from the preschool years.
description
2012 nî lūn-bûn
@nan
2012年の論文
@ja
2012年論文
@yue
2012年論文
@zh-hant
2012年論文
@zh-hk
2012年論文
@zh-mo
2012年論文
@zh-tw
2012年论文
@wuu
2012年论文
@zh
2012年论文
@zh-cn
name
The approximate number system ...... ence from the preschool years.
@ast
The approximate number system ...... ence from the preschool years.
@en
type
label
The approximate number system ...... ence from the preschool years.
@ast
The approximate number system ...... ence from the preschool years.
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prefLabel
The approximate number system ...... ence from the preschool years.
@ast
The approximate number system ...... ence from the preschool years.
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P2860
P1476
The approximate number system ...... ence from the preschool years.
@en
P2093
Justin W Bonny
Stella F Lourenco
P2860
P304
P356
10.1016/J.JECP.2012.09.015
P577
2012-11-30T00:00:00Z