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Children's mapping between non-symbolic and symbolic numerical magnitudes and its association with timed and untimed tests of mathematics achievementAcquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in PreschoolersLanguage, procedures, and the non-perceptual origin of number word meanings.Inference and association in children's early numerical estimation.Assessing the Approximate Number System: no relation between numerical comparison and estimation tasks.Continuous visual properties of number influence the formation of novel symbolic representations.Categories of Large Numbers in Line Estimation.
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description
2012 nî lūn-bûn
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2012年の論文
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2012年学术文章
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2012年学术文章
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2012年学术文章
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How are number words mapped to approximate magnitudes?
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How are number words mapped to approximate magnitudes?
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How are number words mapped to approximate magnitudes?
@en
How are number words mapped to approximate magnitudes?
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How are number words mapped to approximate magnitudes?
@en
How are number words mapped to approximate magnitudes?
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How are number words mapped to approximate magnitudes?
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P2093
David Barner
Jessica Sullivan
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P304
P356
10.1080/17470218.2012.715655
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2012-09-11T00:00:00Z