Pages that link to "Q36976267"
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The following pages link to A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence (Q36976267):
Displaying 19 items.
- Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling (Q28603512) (← links)
- Number sense in infancy predicts mathematical abilities in childhood (Q30557383) (← links)
- Improving arithmetic performance with number sense training: an investigation of underlying mechanism (Q34090710) (← links)
- Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills (Q34515627) (← links)
- Cognitive components of a mathematical processing network in 9-year-old children (Q34617813) (← links)
- Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading (Q35946009) (← links)
- The Relationship Between Accuracy of Numerical Magnitude Comparisons and Children's Arithmetic Ability: A Study in Iranian Primary School Children (Q37422405) (← links)
- Does the approximate number system serve as a foundation for symbolic mathematics? (Q37716066) (← links)
- Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test). (Q38828551) (← links)
- How do individual differences in children's domain specific and domain general abilities relate to brain activity within the intraparietal sulcus during arithmetic? An fMRI study. (Q47376262) (← links)
- Non-symbolic approximate arithmetic training improves math performance in preschoolers (Q47663903) (← links)
- Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic. (Q48062014) (← links)
- Number Knowledge and Young Children’s Ability to Measure Length (Q58157414) (← links)
- Numerical and Non-numerical Predictors of First Graders’ Number-Line Estimation Ability (Q59798897) (← links)
- Materials count: Linear-spatial materials improve young children's addition strategies and accuracy, irregular arrays don't (Q60924581) (← links)
- Cognitive and Affective Correlates of Chinese Children's Mathematical Word Problem Solving (Q60950011) (← links)
- Coming Together: R&D and Children's Entertainment Company in Designing APPs for Learning Early Math (Q61810339) (← links)
- Assessing Mathematical School Readiness. (Q64890848) (← links)
- Taking Language out of the Equation: The Assessment of Basic Math Competence Without Language. (Q64974794) (← links)