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Nonsymbolic approximate arithmetic in children: Abstract addition prior to instruction.(Manuscript under review
Developmental Psychology 44 (5) (2008)
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Citations of this work
Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.Daniel C. Hyde, Saeeda Khanum & Elizabeth S. Spelke - 2014 - Cognition 131 (1):92-107.
Symbolic and nonsymbolic number comparison in children with and without dyscalculia.Christophe Mussolin, Sandrine Mejias & Marie-Pascale Noël - 2010 - Cognition 115 (1):10-25.
Increasing magnitude counts more: Asymmetrical processing of ordinality in 4-month-old infants.Viola Macchi Cassia, Marta Picozzi, Luisa Girelli & Maria Dolores de Hevia - 2012 - Cognition 124 (2):183-193.
Working Memory in Nonsymbolic Approximate Arithmetic Processing: A Dual‐Task Study With Preschoolers.Iro Xenidou‐Dervou, Ernest C. D. M. Lieshout & Menno Schoot - 2014 - Cognitive Science 38 (1):101-127.
Discrimination of ordinal relationships in temporal sequences by 4-month-old infants.Maria Dolores de Hevia, Viola Macchi Cassia, Ludovica Veggiotti & Maria Eirini Netskou - 2020 - Cognition 195 (C):104091.
References found in this work
Exact and Approximate Arithmetic in an Amazonian Indigene Group.Pierre Pica, Cathy Lemer, Véronique Izard & Stanislas Dehaene - 2004 - Science 306 (5695):499-503.
Core systems of number.Stanislas Dehaene, Elizabeth Spelke & Lisa Feigenson - 2004 - Trends in Cognitive Sciences 8 (7):307-314.
One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles.Mathieu Le Corre & Susan Carey - 2007 - Cognition 105 (2):395-438.
The construction of large number representations in adults.Elizabeth Spelke & Hilary Barth - 2003 - Cognition 86 (3):201-221.
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