(Q21560931)

PubMed

18 September 2022

2

Lisa Feigenson

Lisa

Feigenson

1 reference

PubMed

18 September 2022

1

Michèle M M Mazzocco

Michèle M M

Mazzocco

1 reference

PubMed

21935362

Creative Commons Attribution 4.0 International

18 September 2022

language of work or name

English

0 references

publication date

2011

0 references

published in

PLOS One

0 references

volume

6

0 references

issue

9

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page(s)

e23749

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copyright license

start time

14 September 2011

1 reference

April 2022 Public Data File from Crossref

copyright status

copyrighted

0 references

maintained by WikiProject

WikiProject Mathematics

1 reference

The development of cognitive skills and gains in academic school readiness for children from low-income families

inferred from title

cites work

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Newborn infants perceive abstract numbers

19 March 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

19 March 2017

Core systems of number

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Preschool acuity of the approximate number system correlates with school math ability

19 March 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Behavioral and Neural Basis of Number Sense in Infancy

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

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

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Female teachers' math anxiety affects girls' math achievement

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Kindergarten Predictors of Math Learning Disability

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Socioeconomic variation, number competence, and mathematics learning difficulties in young children

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Nonsymbolic, approximate arithmetic in children: abstract addition prior to instruction

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

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

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Using kindergarten number sense to predict calculation fluency in second grade

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Principles underlying the design of "The Number Race", an adaptive computer game for remediation of dyscalculia

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

The representation of numerical magnitude

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Rapid “Automatized” Naming of Pictured Objects, Colors, Letters and Numbers by Normal Children

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study

12 September 2017

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context

29 November 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

The predictive value of numerical magnitude comparison for individual differences in mathematics achievement

29 November 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Core information processing deficits in developmental dyscalculia and low numeracy.

29 November 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Developmental change in the acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adults.

29 November 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Mapping numerical magnitudes onto symbols: the numerical distance effect and individual differences in children's mathematics achievement

29 November 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten

29 November 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

A longitudinal assessment of executive function skills and their association with math performance.

29 November 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Origins of number sense. Large-number discrimination in human infants.

29 November 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

Infants' discrimination of number vs. continuous extent.

29 November 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=3173357

The relationship between working memory, IQ, and mathematical skills in children

29 November 2018

1 reference

https://api.crossref.org/works/10.1371%2FJOURNAL.PONE.0023749

7 January 2021

Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study

1 reference

https://api.crossref.org/works/10.1371%2FJOURNAL.PONE.0023749

7 January 2021

Math Anxiety: Personal, Educational, and Cognitive Consequences

1 reference

https://api.crossref.org/works/10.1371%2FJOURNAL.PONE.0023749

7 January 2021

Number Versus Contour Length in Infants' Discrimination of Small Visual Sets

1 reference

https://api.crossref.org/works/10.1371%2FJOURNAL.PONE.0023749

7 January 2021

10.1371/JOURNAL.PONE.0023749

Identifiers

DOI

1 reference

release_erlzedsssbaezauck4s4zqizla

0 references

0 references

1286433

1 reference

1 reference

1286433

21935362

1 reference