Association between basic numerical abilities and mathematics achievement.
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The 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 SchoolingPredicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence.Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.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.Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.Adults' arithmetic builds on fast and automatic processing of arabic digits: evidence from an audiovisual matching paradigm.Preschoolers' dot enumeration abilities are markers of their arithmetic competence.The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.The 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.Improving Preschoolers' Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training.Ratio dependence in small number discrimination is affected by the experimental procedure.Intuitive sense of number correlates with math scores on college-entrance examination.Effects of Presentation Type and Visual Control in Numerosity Discrimination: Implications for Number Processing?The approximate number system and its relation to early math achievement: evidence from the preschool years.Comparing the neural distance effect derived from the non-symbolic comparison and the same-different task.A latent profile analysis of math achievement, numerosity, and math anxiety in twins.Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance.Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities.Links Between the Intuitive Sense of Number and Formal Mathematics AbilityRelation between Approximate Number System Acuity and Mathematical Achievement: The Influence of Fluency.Visual Form Perception Can Be a Cognitive Correlate of Lower Level Math Categories for Teenagers.Magnitude knowledge: the common core of numerical development.Comparing apples and pears in studies on magnitude estimations.The Approximate Number System Acuity Redefined: A Diffusion Model Approach.Evidence for distinct magnitude systems for symbolic and non-symbolic number.Longitudinal changes in young children's 0-100 to 0-1000 number-line error signaturesDeficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm.Evaluating the Effect of Labeled Benchmarks on Children's Number Line Estimation Performance and Strategy Use.The precision of mapping between number words and the approximate number system predicts children's formal math abilities.Intentional and automatic numerical processing as predictors of mathematical abilities in primary school children.A "sense of magnitude" requires a new alternative for learning numerical symbols.Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.Assessing the Approximate Number System: no relation between numerical comparison and estimation tasks.Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic.The approximate number system is not predictive for symbolic number processing in kindergarteners.Benchmark-based strategies in whole number line estimation.
P2860
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P2860
Association between basic numerical abilities and mathematics achievement.
description
2011 nî lūn-bûn
@nan
2011年の論文
@ja
2011年学术文章
@wuu
2011年学术文章
@zh
2011年学术文章
@zh-cn
2011年学术文章
@zh-hans
2011年学术文章
@zh-my
2011年学术文章
@zh-sg
2011年學術文章
@yue
2011年學術文章
@zh-hant
name
Association between basic numerical abilities and mathematics achievement.
@en
Association between basic numerical abilities and mathematics achievement.
@nl
type
label
Association between basic numerical abilities and mathematics achievement.
@en
Association between basic numerical abilities and mathematics achievement.
@nl
prefLabel
Association between basic numerical abilities and mathematics achievement.
@en
Association between basic numerical abilities and mathematics achievement.
@nl
P2860
P50
P1476
Association between basic numerical abilities and mathematics achievement
@en
P2860
P304
P356
10.1111/J.2044-835X.2011.02048.X
P577
2011-07-04T00:00:00Z