Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.
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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 AssociationsNumber sense in infancy predicts mathematical abilities in childhood.Improving arithmetic performance with number sense training: an investigation of underlying mechanism.Visual perception can account for the close relation between numerosity processing and computational fluency.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 dyscalculiaFostering Formal Commutativity Knowledge with Approximate Arithmetic.Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in PreschoolersEffects 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.A latent profile analysis of math achievement, numerosity, and math anxiety in twins.Significant Inter-Test Reliability across Approximate Number System Assessments.Modeling the approximate number system to quantify the contribution of visual stimulus features.New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis.Origins of the brain networks for advanced mathematics in expert mathematicians.Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance.Non-symbolic division in childhood.Does the approximate number system serve as a foundation for symbolic mathematics?Thinking about quantity: the intertwined development of spatial and numerical cognition.Visual Form Perception Can Be a Cognitive Correlate of Lower Level Math Categories for Teenagers.Increased arithmetic complexity is associated with domain-general but not domain-specific magnitude processing in children: A simultaneous fNIRS-EEG study.Magnitude knowledge: the common core of numerical development.Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm.Arithmetic Training Does Not Improve Approximate Number System Acuity.Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability.QnAs with Elizabeth Spelke.Assessment and conceptual remediation of basic calculation skills in elementary school students.Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics.Children's expectations about training the approximate number system.Is the ANS linked to mathematics performance?Modeling Numerosity Representation With an Integrated Diffusion Model.Attaching meaning to the number words: contributions of the object tracking and approximate number systems.Non-symbolic approximate arithmetic training improves math performance in preschoolers.Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.Monkeys display classic signatures of human symbolic arithmetic.Configured-groups hypothesis: fast comparison of exact large quantities without counting.Representations of numerical and non-numerical magnitude both contribute to mathematical competence in children.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
Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.
description
2014 nî lūn-bûn
@nan
2014 թուականի Յունուարին հրատարակուած գիտական յօդուած
@hyw
2014 թվականի հունվարին հրատարակված գիտական հոդված
@hy
2014年の論文
@ja
2014年論文
@yue
2014年論文
@zh-hant
2014年論文
@zh-hk
2014年論文
@zh-mo
2014年論文
@zh-tw
2014年论文
@wuu
name
Brief non-symbolic, approximat ...... mbolic arithmetic in children.
@ast
Brief non-symbolic, approximat ...... mbolic arithmetic in children.
@en
type
label
Brief non-symbolic, approximat ...... mbolic arithmetic in children.
@ast
Brief non-symbolic, approximat ...... mbolic arithmetic in children.
@en
prefLabel
Brief non-symbolic, approximat ...... mbolic arithmetic in children.
@ast
Brief non-symbolic, approximat ...... mbolic arithmetic in children.
@en
P2860
P1433
P1476
Brief non-symbolic, approximat ...... mbolic arithmetic in children.
@en
P2093
Daniel C Hyde
Saeeda Khanum
P2860
P304
P356
10.1016/J.COGNITION.2013.12.007
P577
2014-01-22T00:00:00Z