Configured-groups hypothesis: fast comparison of exact large quantities without counting.

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Configured-groups hypothesis: fast comparison of exact large quantities without counting.

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2017 nî lūn-bûn

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2017年の論文

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2017年学术文章

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2017年学术文章

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2017年学术文章

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Configured-groups hypothesis: fast comparison of exact large quantities without counting.

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Configured-groups hypothesis: fast comparison of exact large quantities without counting.

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Configured-groups hypothesis: fast comparison of exact large quantities without counting.

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Configured-groups hypothesis: fast comparison of exact large quantities without counting.

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Configured-groups hypothesis: fast comparison of exact large quantities without counting.

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Configured-groups hypothesis: fast comparison of exact large quantities without counting.

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P1476

Configured-groups hypothesis: fast comparison of exact large quantities without counting

@en

P2093

André Tricot

http://www.w3.org/2001/XMLSchema#string

Franck Amadieu

http://www.w3.org/2001/XMLSchema#string

Sébastien Miravete

http://www.w3.org/2001/XMLSchema#string

P2860

Functional imaging of numerical processing in adults and 4-y-old children.

Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality.

Children's number-line estimation shows development of measurement skills (not number representations)

Linking visual attention and number processing in the brain: the role of the temporo-parietal junction in small and large symbolic and nonsymbolic number comparison.

Exact Equality and Successor Function: Two Key Concepts on the Path towards understanding Exact Numbers.

Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.

Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia.

Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing.

Calibrating the mental number line.

Individual differences in non-verbal number acuity correlate with maths achievement.

P2888

s10339-017-0826-5

P304

447-459

http://www.w3.org/2001/XMLSchema#string

P31

scholarly article

P356

10.1007/S10339-017-0826-5

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P433

http://www.w3.org/2001/XMLSchema#string

P478

http://www.w3.org/2001/XMLSchema#string

P50

Slava Kalyuga

P577

2017-07-17T00:00:00Z

http://www.w3.org/2001/XMLSchema#dateTime

P698

28717829

http://www.w3.org/2001/XMLSchema#string