Links Between the Intuitive Sense of Number and Formal Mathematics Ability
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Methodological aspects to be considered when measuring the approximate number system (ANS) - a research reviewThe Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol-Symbol AssociationsNumber sense in infancy predicts mathematical abilities in childhood.Development of magnitude processing in children with developmental dyscalculia: space, time, and numberUnderstanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development.Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.Young children 'solve for x' using the Approximate Number System.The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers mattersInhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class familiesAcquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in PreschoolersA Systematic Investigation of Accuracy and Response Time Based Measures Used to Index ANS Acuity.Improving Preschoolers' Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training.A latent profile analysis of math achievement, numerosity, and math anxiety in twins.Distinctive Role of Symbolic Number Sense in Mediating the Mathematical Abilities of Children with AutismIs Approximate Number Precision a Stable Predictor of Math Ability?Individual differences in non-symbolic numerical abilities predict mathematical achievements but contradict ATOM.New Evidence on Causal Relationship between Approximate Number System (ANS) Acuity and Arithmetic Ability in Elementary-School Students: A Longitudinal Cross-Lagged Analysis.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.Does the approximate number system serve as a foundation for symbolic mathematics?Magnitude knowledge: the common core of numerical development.Numerosity but not texture-density discrimination correlates with math ability in childrenThe precision of mapping between number words and the approximate number system predicts children's formal math abilities.Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability.Area vs. density: influence of visual variables and cardinality knowledge in early number comparison.Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge.TEMA and Dot Enumeration Profiles Predict Mental Addition Problem Solving Speed Longitudinally.Set size influences the relationship between ANS acuity and math performance: a result of different strategies?On the role of visual experience in mathematical development: Evidence from blind mathematicians.Attaching meaning to the number words: contributions of the object tracking and approximate number systems.Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.Effects of non-symbolic arithmetic training on symbolic arithmetic and the approximate number system.Representations of numerical and non-numerical magnitude both contribute to mathematical competence in children.Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes With Different Cognitive Profiles and Deficits.SNARC for numerosities is modulated by comparative instruction (and resembles some non-numerical effects).When approximate number acuity predicts math performance: The moderating role of math anxiety.The Connection Between Spatial and Mathematical Ability Across Development.The Role of Approximate Number System in Different Mathematics Skills Across GradesScale and the evolutionarily based approximate number system: an exploratory studyThe neural correlates of health risk perception in individuals with low and high numeracy
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Links Between the Intuitive Sense of Number and Formal Mathematics Ability
description
article científic
@ca
article scientifique
@fr
articolo scientifico
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artigo científico
@pt
bilimsel makale
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scientific article published on June 2013
@en
vedecký článok
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vetenskaplig artikel
@sv
videnskabelig artikel
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vědecký článek
@cs
name
Links Between the Intuitive Sense of Number and Formal Mathematics Ability
@en
Links Between the Intuitive Sense of Number and Formal Mathematics Ability.
@nl
type
label
Links Between the Intuitive Sense of Number and Formal Mathematics Ability
@en
Links Between the Intuitive Sense of Number and Formal Mathematics Ability.
@nl
prefLabel
Links Between the Intuitive Sense of Number and Formal Mathematics Ability
@en
Links Between the Intuitive Sense of Number and Formal Mathematics Ability.
@nl
P2860
P50
P356
P1476
Links Between the Intuitive Sense of Number and Formal Mathematics Ability
@en
P2860
P356
10.1111/CDEP.12019
P577
2013-06-01T00:00:00Z