- New
-
Topics
- All Categories
- Metaphysics and Epistemology
- Value Theory
- Science, Logic, and Mathematics
- Science, Logic, and Mathematics
- Logic and Philosophy of Logic
- Philosophy of Biology
- Philosophy of Cognitive Science
- Philosophy of Computing and Information
- Philosophy of Mathematics
- Philosophy of Physical Science
- Philosophy of Social Science
- Philosophy of Probability
- General Philosophy of Science
- Philosophy of Science, Misc
- History of Western Philosophy
- Philosophical Traditions
- Philosophy, Misc
- Other Academic Areas
- Journals
- Submit material
- More
Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence
Frontiers in Psychology 5 (2014)
Abstract
This article has no associated abstract. (fix it)Links
PhilArchive
External links
(no proxy)
Setup an account with your affiliations in order to access resources via your University's proxy server
Through your library
- Sign in / register and customize your OpenURL resolver
- Configure custom resolver
My notes
Similar books and articles
Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.Felicia W. Chu, Kristy vanMarle & David C. Geary - 2016 - Frontiers in Psychology 7.
An investigation of 3rd‐grade Taiwanese students' performance in number sense.Der‐Ching Yang & Mao‐Neng Fred Li - 2008 - Educational Studies 34 (5):443-455.
Knowledge, Cognitive Achievement, and Environmental Luck.Benjamin Jarvis - 2013 - Pacific Philosophical Quarterly 94 (4):529-551.
From numerical concepts to concepts of number.Lance J. Rips, Amber Bloomfield & Jennifer Asmuth - 2008 - Behavioral and Brain Sciences 31 (6):623-642.
Mathematics Education and Neurosciences: Towards interdisciplinary insights into the development of young children's mathematical abilities.Fenna Van Nes - 2011 - Educational Philosophy and Theory 43 (1):75-80.
The Relation between Two Models of How Children's Achievement-Related Beliefs Affect Academic Task Engagement and Achievement.Wendy Heberlein Riley - unknown
Indexed Natural Numbers in Mind: A Formal Model of the Basic Mature Number Competence. [REVIEW]Wojciech Krysztofiak - 2012 - Axiomathes 22 (4):433-456.
Education Enhances the Acuity of the Nonverbal Approximate Number System.Manuela Piazza, Pierre Pica, Véronique Izard, Elizabeth Spelke & Stanislas Dehaene - 2013 - Psychological Science 24 (4):p.
Specific and general underpinnings to number; parallel development.Antonio Martins-Mourao & Annette Karmiloff-Smith - 2008 - Behavioral and Brain Sciences 31 (6):661-661.
Le nombre est-il une réalité parfaitement intelligible? Une analyse de l'intelligibilité du nombre chez Plotin.Gabriel Chindea - 2007 - Chôra 5:97-109.
In defense of intuitive mathematical theories as the basis for natural number.David Barner - 2008 - Behavioral and Brain Sciences 31 (6):643-644.
How to Define a Number? A General Epistemological Account of Simon Stevin’s Art of Defining.Jurgen Naets - 2010 - Topoi 29 (1):77-86.
Number sense and quantifier interpretation.Robin Clark & Murray Grossman - 2007 - Topoi 26 (1):51--62.
Different senses of finitude: An inquiry into Hilbert’s finitism.Sören Stenlund - 2012 - Synthese 185 (3):335-363.
Analytics
Added to PP
2016-06-30
Downloads
31 (#518,044)
6 months
4 (#796,773)
2016-06-30
Downloads
31 (#518,044)
6 months
4 (#796,773)
Historical graph of downloads
Citations of this work
TEMA and Dot Enumeration Profiles Predict Mental Addition Problem Solving Speed Longitudinally.S. Major Clare, M. Paul Jacob & A. Reeve Robert - 2017 - Frontiers in Psychology 8.
General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach.Caroline Hornung, Romain Martin & Michel Fayol - 2017 - Frontiers in Psychology 8.
The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters.Iro Xenidou-Dervou, Camilla Gilmore, Menno van der Schoot & Ernest C. D. M. van Lieshout - 2015 - Frontiers in Psychology 6.
The Relationship Between Non-symbolic and Symbolic Numerosity Representations in Elementary School: The Role of Intelligence.Tatiana Tikhomirova, Yulia Kuzmina, Irina Lysenkova & Sergey Malykh - 2019 - Frontiers in Psychology 10.
References found in this work
The Number Sense: How the Mind Creates Mathematics.Stanislas Dehaene - 1999 - British Journal of Educational Studies 47 (2):201-203.
Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia.Manuela Piazza, Andrea Facoetti, Anna Noemi Trussardi, Ilaria Berteletti, Stefano Conte, Daniela Lucangeli, Stanislas Dehaene & Marco Zorzi - 2010 - Cognition 116 (1):33-41.
Education Enhances the Acuity of the Nonverbal Approximate Number System.Manuela Piazza, Pierre Pica, Véronique Izard, Elizabeth Spelke & Stanislas Dehaene - 2013 - Psychological Science 24 (4):p.
Beyond the number domain.Jessica F. Cantlon, Michael L. Platt & Elizabeth M. Brannon - 2009 - Trends in Cognitive Sciences 13 (2):83-91.
Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling.Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke - 2010 - Cognition 115 (3):394-406.
PhilPapers logo by Andrea Andrews and Meghan Driscoll.
This site uses cookies and Google Analytics (see our terms & conditions for details regarding the privacy implications). Use of this site is subject to terms & conditions.
All rights reserved by The PhilPapers Foundation
Server: philpapers-web-5ff6c685cb-ldh8k uwo