How feedback improves children's numerical estimation. - Wikidata - wikimedia - TriplyDB

How feedback improves children's numerical estimation.

How feedback improves children's numerical estimation.

http://www.wikidata.org/entity/Q30277905

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Evaluating the Effect of Labeled Benchmarks on Children's Number Line Estimation Performance and Strategy Use.Learning from where 'eye' remotely look or point: impact on number line estimation error in adults.

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How feedback improves children's numerical estimation.

http://www.wikidata.org/entity/Q30277905

description

2015 nî lūn-bûn

@nan

2015 թուականի Դեկտեմբերին հրատարակուած գիտական յօդուած

@hyw

2015 թվականի դեկտեմբերին հրատարակված գիտական հոդված

@hy

2015年の論文

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2015年論文

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2015年論文

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2015年論文

@zh-hk

2015年論文

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2015年論文

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2015年论文

@wuu

name

How feedback improves children's numerical estimation.

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How feedback improves children's numerical estimation.

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type

label

How feedback improves children's numerical estimation.

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How feedback improves children's numerical estimation.

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How feedback improves children's numerical estimation.

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How feedback improves children's numerical estimation.

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Psychonomic Bulletin and Review

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How feedback improves children's numerical estimation.

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Elizabeth Chase

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Emily Slusser

http://www.w3.org/2001/XMLSchema#string

Hilary Barth

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Jennifer Garcia

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Shipra Kanjlia

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P2860

Children's number-line estimation shows development of measurement skills (not number representations)

The development of numerical estimation: evidence for multiple representations of numerical quantity.

Children's cognitive representation of the mathematical number line.

Comment on "Log or linear? Distinct intuitions of the number scale in Western and Amazonian indigene cultures".

Adults' number-line estimation strategies: evidence from eye movements.

Numerical bias in bounded and unbounded number line tasks

The development of numerical estimation: evidence against a representational shift.

Numerical magnitude representations influence arithmetic learning.

Developmental and individual differences in pure numerical estimation.

123s and ABCs: developmental shifts in logarithmic-to-linear responding reflect fluency with sequence values.

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1198-1205

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Jessica Taggart

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2015-12-14T00:00:00Z

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