Preschool acuity of the approximate number system correlates with school math ability.
about
Pattern activation/recognition theory of mindPreschoolers' precision of the approximate number system predicts later school mathematics performanceMethodological 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 AssociationsTrajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal SchoolingMeasuring acuity of the approximate number system reliably and validly: the evaluation of an adaptive test procedure1 < 2 and 2 < 3: non-linguistic appreciations of numerical orderTwo randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment.Electrophysiological evidence for the involvement of the approximate number system in preschoolers' processing of spoken number words.Number sense across the lifespan as revealed by a massive Internet-based sample.Number sense in infancy predicts mathematical abilities in childhood.Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.The association between higher education and approximate number system acuity.Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.The Relationship between Handedness and Mathematics Is Non-linear and Is Moderated by Gender, Age, and Type of TaskSources of individual differences in children's understanding of fractions.Improving arithmetic performance with number sense training: an investigation of underlying mechanism.Understanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development.Are bilingual children better at ignoring perceptually misleading information? A novel test.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.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.Modeling individual differences in response time and accuracy in numeracy.Ethical, legal, social, and policy implications of behavioral genetics.Developmental change in the acuity of approximate number and area representations.Building Kindergartners' Number Sense: A Randomized Controlled Study.The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers mattersInhibitory 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 dyscalculiaDevelopment of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.Developmental neuroscience of time and number: implications for autism and other neurodevelopmental disabilities.The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in PreschoolersIndividual differences in algebraic cognition: Relation to the approximate number and semantic memory systemsThe Contribution of Numerical Magnitude Comparison and Phonological Processing to Individual Differences in Fourth Graders' Multiplication Fact AbilityA Systematic Investigation of Accuracy and Response Time Based Measures Used to Index ANS Acuity.Effects of Non-Symbolic Approximate Number Practice on Symbolic Numerical Abilities in Pakistani Children.Intuitive sense of number correlates with math scores on college-entrance examination.
P2860
Q21129446-3F458366-E1AB-4EA2-9093-87E208AEA530Q21560931-CE4EB821-9A45-4021-A9B9-DF708F7F62CFQ26822068-43F9DC12-35B8-4EA7-B1F3-E2E8A764246AQ28076126-28B1E87D-F683-4201-AB92-D3A791DBE71EQ28603512-D777493E-0C7A-43E8-8BC9-71498415A3D4Q28687053-2AE83B5D-BB86-4795-9E0A-F694134DABBAQ28709515-8CADC07F-4668-49E9-B5CF-4FB5A755170AQ30356997-CC3F0EC8-B7A0-433D-85DB-FD83BA98691BQ30424162-2DA3D013-1B4D-4A76-9F33-B1092845A36AQ30520120-12C618BB-0C7E-41F7-8BEC-A630E393436AQ30557383-02895C89-A1A2-418B-878D-9274D1B487CFQ30575926-E88F2A75-C38F-490C-8385-E895604F7387Q33658989-383F79BA-FDEE-4998-8BF6-53CF717D073DQ33772345-7EB9A5D9-1840-4DF4-A91E-DC3596A57979Q33780820-4572BFBF-9264-4311-807D-5CCB1A2E873CQ33911525-8FA38A39-1048-4CED-BB0A-B0B1B0A03F46Q34090710-ED6B2837-0E11-4243-9438-48FCAC146D78Q34115874-490FADD3-779A-43B1-9A60-80B9E53CD544Q34302592-FCD9CFCA-FBE5-4F15-BA15-0DB610B811FBQ34410563-7444B396-DEE7-4BB0-BA26-75053E7FF96CQ34497056-8F36C466-3CFF-4242-BF6B-8984A8463CA7Q34542010-C09328CA-CD14-4548-87F7-017844842D5FQ34779004-4C0C71B5-5C18-4B03-9D77-10C0A6B1E198Q35142769-7CF01BFA-4881-418F-A177-C665CCC3F5B3Q35158724-FF8D60FF-B98B-4829-9A40-9615EB0578C2Q35211959-429C86EC-4F9B-4BD9-8F41-6924D85D5C65Q35298921-184DB59D-B089-4347-9E37-5D1B508CF40CQ35316734-A4C7C274-9D8F-4354-A255-5953D1DDDFA9Q35550469-9F523CA6-F413-47C0-98D8-FD8879F25992Q35634981-35467752-3670-4580-BCF3-DBD0D77CE793Q35657197-8A456D64-F236-47D0-9D1B-81E2E197D002Q35770527-603B39A1-0D67-44EA-809F-19A0E0A42C2BQ35805035-2BFE7AEC-3287-4F71-92AB-D35CD60723B2Q35918246-858595C1-F10C-468C-8801-BDE9E7938C9FQ35989872-B247BCDC-AC9C-4CEF-971F-BF3BA6BEC1AAQ36021703-B3E98111-26E7-4346-A357-AEC35F9571C1Q36064665-616B0367-3FA1-45A0-BEB1-1D0772C82525Q36135859-67D6AB03-7ECD-41D7-8A54-3874101A46BEQ36169016-A54726D0-9D98-45D7-B811-5C3215FE9E53Q36390781-7EE71F84-4518-4126-8477-5568F7110531
P2860
Preschool acuity of the approximate number system correlates with school math ability.
description
2011 nî lūn-bûn
@nan
2011年の論文
@ja
2011年論文
@yue
2011年論文
@zh-hant
2011年論文
@zh-hk
2011年論文
@zh-mo
2011年論文
@zh-tw
2011年论文
@wuu
2011年论文
@zh
2011年论文
@zh-cn
name
Preschool acuity of the approximate number system correlates with school math ability.
@ast
Preschool acuity of the approximate number system correlates with school math ability.
@en
type
label
Preschool acuity of the approximate number system correlates with school math ability.
@ast
Preschool acuity of the approximate number system correlates with school math ability.
@en
prefLabel
Preschool acuity of the approximate number system correlates with school math ability.
@ast
Preschool acuity of the approximate number system correlates with school math ability.
@en
P2860
P50
P1476
Preschool acuity of the approximate number system correlates with school math ability.
@en
P2860
P304
P356
10.1111/J.1467-7687.2011.01080.X
P407
P577
2011-08-02T00:00:00Z