Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing.
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Brain correlates of mathematical competence in processing mathematical representationsAn open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculiaThe Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol-Symbol AssociationsExamining pitch and numerical magnitude processing in congenital amusia: A quasi-experimental pilot study.Early Numerical Competencies and Students with Mathematics DifficultyThe Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning DisabilityNeurobiological underpinnings of math and reading learning disabilities.Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia.Adolescents with Developmental Dyscalculia Do Not Have a Generalized Magnitude Deficit - Processing of Discrete and Continuous MagnitudesChildren's mapping between non-symbolic and symbolic numerical magnitudes and its association with timed and untimed tests of mathematics achievementRelationships between magnitude representation, counting and memory in 4- to 7-year-old children: a developmental study.Cognitive and mathematical profiles for different forms of learning difficulties.Development of magnitude processing in children with developmental dyscalculia: space, time, and numberNUMBER AND COUNTING SKILLS IN KINDERGARTEN AS PREDICTORS OF GRADE 1 MATHEMATICAL SKILLSProcessing ordinality and quantity: the case of developmental dyscalculia.False approximations of the approximate number system?Dyscalculia: from brain to education.Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia).Stable individual differences in number discrimination in infancy.Impact of high mathematics education on the number sense.Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation SkillDevelopmental dyscalculia is related to visuo-spatial memory and inhibition impairment.Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.Symbolic number abilities predict later approximate number system acuity in preschool children.Visual perception can account for the close relation between numerosity processing and computational fluency.Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.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.Magnitude representations in Williams syndrome: differential acuity in time, space and number processingThe impact of mathematical proficiency on the number-space associationAdults' arithmetic builds on fast and automatic processing of arabic digits: evidence from an audiovisual matching paradigm.Numerical Estimation in Deaf and Hearing Adults.Fact retrieval deficits in low achieving children and children with mathematical learning disability.Building Kindergartners' Number Sense: A Randomized Controlled Study.Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model.Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning DifficultiesDevelopmental neuroscience of time and number: implications for autism and other neurodevelopmental disabilities.Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities.
P2860
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P2860
Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing.
description
2006 nî lūn-bûn
@nan
2006 թուականի Փետրուարին հրատարակուած գիտական յօդուած
@hyw
2006 թվականի փետրվարին հրատարակված գիտական հոդված
@hy
2006年の論文
@ja
2006年論文
@yue
2006年論文
@zh-hant
2006年論文
@zh-hk
2006年論文
@zh-mo
2006年論文
@zh-tw
2006年论文
@wuu
name
Basic numerical skills in chil ...... c number magnitude processing.
@ast
Basic numerical skills in chil ...... c number magnitude processing.
@en
Basic numerical skills in chil ...... c number magnitude processing.
@nl
type
label
Basic numerical skills in chil ...... c number magnitude processing.
@ast
Basic numerical skills in chil ...... c number magnitude processing.
@en
Basic numerical skills in chil ...... c number magnitude processing.
@nl
prefLabel
Basic numerical skills in chil ...... c number magnitude processing.
@ast
Basic numerical skills in chil ...... c number magnitude processing.
@en
Basic numerical skills in chil ...... c number magnitude processing.
@nl
P1433
P1476
Basic numerical skills in chil ...... c number magnitude processing.
@en
P2093
Laurence Rousselle
Marie-Pascale Noël
P304
P356
10.1016/J.COGNITION.2006.01.005
P577
2006-02-20T00:00:00Z