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How space-number associations may be created in preliterate children: six distinct mechanismsExamining the presence and determinants of operational momentum in childhoodHuman infants' preference for left-to-right oriented increasing numerical sequences.How number-space relationships are assessed before formal schooling: A taxonomy proposalUp or down? Reading direction influences vertical counting direction in the horizontal plane - a cross-cultural comparison.Editorial: Linguistic Influences on Mathematics.Spatial associations in numerical cognition--from single digits to arithmetic.Development of spatial preferences for counting and picture naming.Number-space associations without language: Evidence from preverbal human infants and non-human animal species.An Embodiment Perspective on Number-Space Mapping in 3.5-Year-Old Dutch Children.Automatic non-symbolic numerosity processing in preschoolers.Development of Spatial-Numerical Associations.Cognitive Mechanisms Underlying Directional and Non-directional Spatial-Numerical Associations across the LifespanMinds without language represent number through space: origins of the mental number line.Not all numbers are equal: preferences and biases among children and adults when generating random sequencesObservation of directional storybook reading influences young children's counting direction.Spatial-numerical associations in first-graders: evidence from a manual-pointing task.Small on the left, large on the right: numbers orient visual attention onto space in preverbal infants.Representations of numerical sequences and the concept of middle in preschoolers.The Instructional Dependency of SNARC Effects Reveals Flexibility of the Space-Magnitude Association of Nonsymbolic and Symbolic Magnitudes.On the relation between the mental number line and arithmetic competencies.SNARC for numerosities is modulated by comparative instruction (and resembles some non-numerical effects).How to rapidly construct a spatial-numerical representation in preliterate children (at least temporarily).Aspects of situated cognition in embodied numerosity: the case of finger counting.From Innate Spatial Biases to Enculturated Spatial Cognition: The Case of Spatial Associations in Number and Other Sequences.Developmental Changes in the Effect of Active Left and Right Head Rotation on Random Number Generation.On the genesis of spatial-numerical associations: Evolutionary and cultural factors co-construct the mental number line.Spatial and Verbal Routes to Number Comparison in Young Children.Scanning of speechless comics changes spatial biases in mental model construction
P2860
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P2860
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
The spatial-numerical congruity effect in preschoolers.
@en
The spatial-numerical congruity effect in preschoolers.
@nl
type
label
The spatial-numerical congruity effect in preschoolers.
@en
The spatial-numerical congruity effect in preschoolers.
@nl
prefLabel
The spatial-numerical congruity effect in preschoolers.
@en
The spatial-numerical congruity effect in preschoolers.
@nl
P1476
The spatial-numerical congruity effect in preschoolers.
@en
P2093
Katarzyna Patro
Maciej Haman
P304
P356
10.1016/J.JECP.2011.09.006
P577
2011-12-09T00:00:00Z