Association between individual differences in non-symbolic number acuity and math performance: a meta-analysis.
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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 AssociationsTime, number and attention in very low birth weight children.The role of ANS acuity and numeracy for the calibration and the coherence of subjective probability judgmentsIn how many ways is the approximate number system associated with exact calculation?Modeling individual differences in response time and accuracy in numeracy.Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class familiesThe Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading.Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systemsA 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.Differences in arithmetic performance between Chinese and German adults are accompanied by differences in processing of non-symbolic numerical magnitude.Significant Inter-Test Reliability across Approximate Number System Assessments.Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis.Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance.Spontaneous perception of numerosity in humansDifferences in Arithmetic Performance between Chinese and German Children Are Accompanied by Differences in Processing of Symbolic Numerical Magnitude.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.Does the approximate number system serve as a foundation for symbolic mathematics?Number Sense and Mathematics: Which, When and How?Magnitude knowledge: the common core of numerical development.Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test).Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention.Numerical magnitude processing impairments in genetic syndromes: a cross-syndrome comparison of Turner and 22q11.2 deletion syndromes.Individual differences in the components of children's and adults' information processing for simple symbolic and non-symbolic numeric decisions.The Approximate Number System Acuity Redefined: A Diffusion Model Approach.Congruency effects in dot comparison tasks: convex hull is more important than dot area.Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm.Children's Non-symbolic, Symbolic Addition and Their Mapping Capacity at 4-7 Years Old.Numerosity but not texture-density discrimination correlates with math ability in childrenArithmetic Training Does Not Improve Approximate Number System Acuity.The precision of mapping between number words and the approximate number system predicts children's formal math abilities.Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability.Pharmacological inactivation does not support a unique causal role for intraparietal sulcus in the discrimination of visual number.Set size influences the relationship between ANS acuity and math performance: a result of different strategies?Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction.Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics.
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P2860
Association between individual differences in non-symbolic number acuity and math performance: a meta-analysis.
description
2014 nî lūn-bûn
@nan
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
2014年论文
@zh
2014年论文
@zh-cn
name
Association between individual ...... performance: a meta-analysis.
@en
Association between individual ...... performance: a meta-analysis.
@nl
type
label
Association between individual ...... performance: a meta-analysis.
@en
Association between individual ...... performance: a meta-analysis.
@nl
prefLabel
Association between individual ...... performance: a meta-analysis.
@en
Association between individual ...... performance: a meta-analysis.
@nl
P1433
P1476
Association between individual ...... h performance: a meta-analysis
@en
P2093
Qixuan Chen
P304
P356
10.1016/J.ACTPSY.2014.01.016
P50
P577
2014-02-26T00:00:00Z