The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: evidence for a segmented linear model.
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Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.Examining the presence and determinants of operational momentum in childhoodHow number-space relationships are assessed before formal schooling: A taxonomy proposalImpact of high mathematics education on the number sense.Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.Fast or slow? Compressions (or not) in number-to-line mappingsRepresentational change and strategy use in children's number line estimation during the first years of primary school.The middle range of the number line orients attention to the left side of visual space.Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking.The importance of being relevant: modulation of magnitude representations.Unbounding the mental number line-new evidence on children's spatial representation of numbers.Representational pseudoneglect: a review.Thinking about quantity: the intertwined development of spatial and numerical cognition.Number Sense and Mathematics: Which, When and How?Place-value understanding in number line estimation predicts future arithmetic performance.Development of numerical processing in children with typical and dyscalculic arithmetic skills-a longitudinal study.Comparing apples and pears in studies on magnitude estimations.Symbolic number: the integration of magnitude and spatial representations in children aged 6 to 8 years.An integration of competing accounts on children's number line estimation.Adults' number-line estimation strategies: evidence from eye movements.Elementary school children's attentional biases in physical and numerical space.The added value of eye-tracking in diagnosing dyscalculia: a case study.Charting the role of the number line in mathematical development.Dissociating number line estimations from underlying numerical representations.Inference and association in children's early numerical estimation.Association between basic numerical abilities and mathematics achievement.Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia.Multiplication facts and the mental number line: evidence from unbounded number line estimation.Benchmark-based strategies in whole number line estimation.Dealing with Big Numbers: Representation and Understanding of Magnitudes Outside of Human Experience.Categories of Large Numbers in Line Estimation.Number sense in the transition from natural to rational numbers.On the relation between the mental number line and arithmetic competencies.Possible number systems.Estimating large numbers.Knowledge on the line: manipulating beliefs about the magnitudes of symbolic numbers affects the linearity of line estimation tasks.The powers of noise-fitting: reply to Barth and Paladino.Developmental Changes in the Effect of Active Left and Right Head Rotation on Random Number Generation.The Use of Local and Global Ordering Strategies in Number Line Estimation in Early ChildhoodCross-Cultural Comparisons of 5-Year-Olds’ Estimating and Mathematical Ability
P2860
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P2860
The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: evidence for a segmented linear model.
description
2007 nî lūn-bûn
@nan
2007年の論文
@ja
2007年学术文章
@wuu
2007年学术文章
@zh
2007年学术文章
@zh-cn
2007年学术文章
@zh-hans
2007年学术文章
@zh-my
2007年学术文章
@zh-sg
2007年學術文章
@yue
2007年學術文章
@zh-hant
name
The relationship between the s ...... for a segmented linear model.
@en
The relationship between the s ...... for a segmented linear model.
@nl
type
label
The relationship between the s ...... for a segmented linear model.
@en
The relationship between the s ...... for a segmented linear model.
@nl
prefLabel
The relationship between the s ...... for a segmented linear model.
@en
The relationship between the s ...... for a segmented linear model.
@nl
P2093
P1476
The relationship between the s ...... for a segmented linear model.
@en
P2093
Koen Luwel
Lieven Verschaffel
Mirjam Ebersbach
P356
10.1016/J.JECP.2007.08.006
P577
2007-10-17T00:00:00Z