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  1. Estimation Abilities of Large Numerosities in Kindergartners.Sandrine Mejias & Christine Schiltz - 2013 - Frontiers in Psychology 4.
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  • Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia.Ursina McCaskey, Michael von Aster, Urs Maurer, Ernst Martin, Ruth O'Gorman Tuura & Karin Kucian - 2018 - Frontiers in Human Neuroscience 11.
  • Math Anxiety Mediates the Link Between Number Sense and Math Achievements in High Math Anxiety Young Adults.Paula Andrea Maldonado Moscoso, Giovanni Anobile, Caterina Primi & Roberto Arrighi - 2020 - Frontiers in Psychology 11.
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  • Learning Correspondences Between Magnitudes, Symbols and Words: Evidence for a Triple Code Model of Arithmetic Development.Stephanie A. Malone, Michelle Heron-Delaney, Kelly Burgoyne & Charles Hulme - 2019 - Cognition 187 (C):1-9.
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  • Developmental Changes in ANS Precision Across Grades 1–9: Different Patterns of Accuracy and Reaction Time.Sergey Malykh, Yulia Kuzmina & Tatiana Tikhomirova - 2021 - Frontiers in Psychology 12.
    The main aim of this study was to analyze the patterns of changes in Approximate Number Sense precision from grade 1 to grade 9 in a sample of Russian schoolchildren. To fulfill this aim, the data from a longitudinal study of two cohorts of children were used. The first cohort was assessed at grades 1–5, and the second cohort was assessed at grades 5–9. ANS precision was assessed by accuracy and reaction time in a non-symbolic comparison test. The patterns of (...)
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  • Numerical Ordering Ability Mediates the Relation Between Number-Sense and Arithmetic Competence.Ian M. Lyons & Sian L. Beilock - 2011 - Cognition 121 (2):256-261.
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  • What Is Specific and What Is Shared Between Numbers and Words?Júlia B. Lopes-Silva, Ricardo Moura, Annelise Júlio-Costa, Guilherme Wood, Jerusa F. Salles & Vitor G. Haase - 2016 - Frontiers in Psychology 7.
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  • The Central Executive Mediates the Relationship Between Children’s Approximate Number System Acuity and Arithmetic Strategy Utilization in Computational Estimation.Hongxia Li, Mingliang Zhang, Xiangyan Wang, Xiao Ding & Jiwei Si - 2018 - Frontiers in Psychology 9.
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  • The Association Between Higher Education and Approximate Number System Acuity.Marcus Lindskog, Anders Winman & Peter Juslin - 2014 - Frontiers in Psychology 5.
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  • Measuring Acuity of the Approximate Number System Reliably and Validly: The Evaluation of an Adaptive Test Procedure.Marcus Lindskog, Anders Winman, Peter Juslin & Leo Poom - 2013 - Frontiers in Psychology 4.
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  • Individual Differences in Nonverbal Number Skills Predict Math Anxiety.Marcus Lindskog, Anders Winman & Leo Poom - 2017 - Cognition 159 (C):156-162.
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  • From “Sense of Number” to “Sense of Magnitude”: The Role of Continuous Magnitudes in Numerical Cognition.Tali Leibovich, Naama Katzin, Maayan Harel & Avishai Henik - 2017 - Behavioral and Brain Sciences 40.
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  • Testing the Efficacy of Training Basic Numerical Cognition and Transfer Effects to Improvement in Children’s Math Ability.Narae Kim, Selim Jang & Soohyun Cho - 2018 - Frontiers in Psychology 9.
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  • Inhibitory Control May Not Explain the Link Between Approximation and Math Abilities in Kindergarteners From Middle Class Families.Leanne Keller & Melissa Libertus - 2015 - Frontiers in Psychology 6.
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  • Dyscalculia From a Developmental and Differential Perspective.Liane Kaufmann, Michèle M. Mazzocco, Ann Dowker, Michael von Aster, Silke M. Göbel, Roland H. Grabner, Avishai Henik, Nancy C. Jordan, Annette D. Karmiloff-Smith, Karin Kucian, Orly Rubinsten, Denes Szucs, Ruth Shalev & Hans-Christoph Nuerk - 2013 - Frontiers in Psychology 4.
  • Count on Dopamine: Influences of COMT Polymorphisms on Numerical Cognition.Annelise Júlio-Costa, Andressa M. Antunes, Júlia B. Lopes-Silva, Bárbara C. Moreira, Gabrielle S. Vianna, Guilherme Wood, Maria R. S. Carvalho & Vitor G. Haase - 2013 - Frontiers in Psychology 4.
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  • Heterosis in COMT Val158Met Polymorphism Contributes to Sex-Differences in Children’s Math Anxiety.Annelise Júlio-Costa, Aline Aparecida Silva Martins, Guilherme Wood, Máira Pedroso de Almeida, Marlene de Miranda, Vitor Geraldi Haase & Maria Raquel Santos Carvalho - 2019 - Frontiers in Psychology 10.
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  • 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.
  • Predicting First-Grade Mathematics Achievement: The Contributions of Domain-General Cognitive Abilities, Nonverbal Number Sense, and Early Number Competence.Caroline Hornung, Christine Schiltz, Martin Brunner & Romain Martin - 2014 - Frontiers in Psychology 5.
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  • Comparing Numerical Comparison Tasks: A Meta-Analysis of the Variability of the Weber Fraction Relative to the Generation Algorithm.Mathieu Guillaume & Amandine Van Rinsveld - 2018 - Frontiers in Psychology 9.
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  • Numerosities and Space; Indeed a Cognitive Illusion! A Reply to de Hevia and Spelke.Titia Gebuis & Wim Gevers - 2011 - Cognition 121 (2):248-252.
  • Electrophysiological Signatures of Numerosity Encoding in a Delayed Match-to-Sample Task.Wanlu Fu, Serena Dolfi, Gisella Decarli, Chiara Spironelli & Marco Zorzi - 2022 - Frontiers in Human Neuroscience 15.
    The number of elements in a small set of items is appraised in a fast and exact manner, a phenomenon called subitizing. In contrast, humans provide imprecise responses when comparing larger numerosities, with decreasing precision as the number of elements increases. Estimation is thought to rely on a dedicated system for the approximate representation of numerosity. While previous behavioral and neuroimaging studies associate subitizing to a domain-general system related to object tracking and identification, the nature of small numerosity processing is (...)
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  • Commentary: A Mental Number Line in Human Newborns.Arianna Felisatti, Jochen Laubrock, Samuel Shaki & Martin H. Fischer - 2020 - Frontiers in Human Neuroscience 14.
  • Significant Inter-Test Reliability Across Approximate Number System Assessments.Nicholas K. DeWind & Elizabeth M. Brannon - 2016 - Frontiers in Psychology 7.
  • Modeling the Approximate Number System to Quantify the Contribution of Visual Stimulus Features.Nicholas K. DeWind, Geoffrey K. Adams, Michael L. Platt & Elizabeth M. Brannon - 2015 - Cognition 142 (C):247-265.
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  • Serial-Order Learning Impairment and Hypersensitivity-to-Interference in Dyscalculia.Alice De Visscher, Arnaud Szmalec, Lize Van Der Linden & Marie-Pascale Noël - 2015 - Cognition 144 (C):38-48.
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  • Neural Correlates of Math Gains Vary Depending on Parental Socioeconomic Status.Özlem Ece Demir-Lira, Jérôme Prado & James R. Booth - 2016 - Frontiers in Psychology 7.
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  • Visual Form Perception is Fundamental for Both Reading Comprehension and Arithmetic Computation.Jiaxin Cui, Yiyun Zhang, Sirui Wan, Chuansheng Chen, Jieying Zeng & Xinlin Zhou - 2019 - Cognition 189 (C):141-154.
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  • Visual Form Perception Can Be a Cognitive Correlate of Lower Level Math Categories for Teenagers.Jiaxin Cui, Yiyun Zhang, Dazhi Cheng, Dawei Li & Xinlin Zhou - 2017 - Frontiers in Psychology 8.
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  • Mathematics Competence Level: The Contribution of Non-Symbolic and Spatial Magnitude Comparison Skills.Marisol Cueli, Débora Areces, Ursina McCaskey, David Álvarez-García & Paloma González-Castro - 2019 - Frontiers in Psychology 10.
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  • Hier Bin Ich: Wo Bist Du?: The Affiliative Imprinting Phenomenon in the Modern Study of Animal Cognition.Cinzia Chiandetti - 2018 - Gestalt Theory 40 (2):189-205.
    Summary Since its first description, the imprinting phenomenon has been deeply investigated, and researchers can nowadays provide profound knowledge of its functioning. Here, I present how this peculiar form of early exposure learning can be used as a strategy to study animal cognition. Starting from imprinting as a social trigger for the domestic chick and combining it with the unique possibility of accurate control of sensory experiences in this animal model, I present evidence that in artificial environments, imprinting serves as (...)
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  • Implications of Change/Stability Patterns in Children’s Non-Symbolic and Symbolic Magnitude Judgment Abilities Over One Year: A Latent Transition Analysis.Cindy S. Chew, Jason D. Forte & Robert A. Reeve - 2019 - Frontiers in Psychology 10.
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  • Explanatory Model of Emotional-Cognitive Variables in School Mathematics Performance: A Longitudinal Study in Primary School.Gamal Cerda, Carlos Pérez, José I. Navarro, Manuel Aguilar, José A. Casas & Estíbaliz Aragón - 2015 - Frontiers in Psychology 6.
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  • Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics.Emily J. Braham, Leanne Elliott & Melissa E. Libertus - 2018 - Frontiers in Psychology 9.
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  • The Relationship of Reading Abilities With the Underlying Cognitive Skills of Math: A Dimensional Approach.Luca Bernabini, Paola Bonifacci & Peter F. de Jong - 2021 - Frontiers in Psychology 12.
    Math and reading are related, and math problems are often accompanied by problems in reading. In the present study, we used a dimensional approach and we aimed to assess the relationship of reading and math with the cognitive skills assumed to underlie the development of math. The sample included 97 children from 4th and 5th grades of a primary school. Children were administered measures of reading and math, non-verbal IQ, and various underlying cognitive abilities of math. We also included measures (...)
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  • Linear Mapping of Numbers Onto Space Requires Attention.Giovanni Anobile, Guido Marco Cicchini & David C. Burr - 2012 - Cognition 122 (3):454-459.
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  • Math Difficulties in Attention Deficit Hyperactivity Disorder Do Not Originate From the Visual Number Sense.Giovanni Anobile, Mariaelisa Bartoli, Gabriele Masi, Annalisa Tacchi & Francesca Tinelli - 2022 - Frontiers in Human Neuroscience 16.
    There is ample evidence from literature and clinical practice indicating mathematical difficulties in individuals with ADHD, even when there is no concomitant diagnosis of developmental dyscalculia. What factors underlie these difficulties is still an open question. Research on dyscalculia and neurotypical development suggests visual perception of numerosity as a building block for math learning. Participants with lower numerosity estimation thresholds are often those with higher math capabilities. Strangely, the role of numerosity perception in math skills in ADHD has been neglected, (...)
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  • A Hand Full of Numbers: A Role for Offloading in Arithmetics Learning?Annelise Júlio Annelise - 2011 - Frontiers in Psychology 2.
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  • Ratio Dependence in Small Number Discrimination is Affected by the Experimental Procedure.Christian Agrillo, Laura Piffer, Angelo Bisazza & Brian Butterworth - 2015 - Frontiers in Psychology 6.
  • An Undeniable Interplay: Both Numerosity and Visual Features Affect Estimation of Non-Symbolic Stimuli.I. Abalo-Rodríguez, D. De Marco & S. Cutini - 2022 - Cognition 222 (C):104944.
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  • Visual Perception Can Account for the Close Relation Between Numerosity Processing and Computational Fluency.Xinlin Zhou, Wei Wei, Yiyun Zhang, Jiaxin Cui & Chuansheng Chen - 2015 - Frontiers in Psychology 6.
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  • Preschoolers and Multi-Digit Numbers: A Path to Mathematics Through the Symbols Themselves.Lei Yuan, Richard W. Prather, Kelly S. Mix & Linda B. Smith - 2019 - Cognition 189:89-104.
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  • Associative Cognitive Factors of Math Problems in Students Diagnosed With Developmental Dyscalculia.Johannes Erik Harold Van Luit & Sylke Wilhelmina Maria Toll - 2018 - Frontiers in Psychology 9.
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  • Failure to Replicate the Benefit of Approximate Arithmetic Training for Symbolic Arithmetic Fluency in Adults.Emily Szkudlarek, Joonkoo Park & Elizabeth M. Brannon - 2021 - Cognition 207 (C):104521.
    Previous research reported that college students' symbolic addition and subtraction fluency improved after training with non-symbolic, approximate addition and subtraction. These findings were widely interpreted as strong support for the hypothesis that the Approximate Number System (ANS) plays a causal role in symbolic mathematics, and that this relation holds into adulthood. Here we report four experiments that fail to find evidence for this causal relation. Experiment 1 examined whether the approximate arithmetic training effect exists within a shorter training period than (...)
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  • Visual Stimulus Parameters Seriously Compromise the Measurement of Approximate Number System Acuity and Comparative Effects Between Adults and Children.Dénes Szűcs, Alison Nobes, Amy Devine, Florence C. Gabriel & Titia Gebuis - 2013 - Frontiers in Psychology 4.
  • Generative Processing Underlies the Mutual Enhancement of Arithmetic Fluency and Math-Grounding Number Sense.Ivilin P. Stoianov - 2014 - Frontiers in Psychology 5.
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  • Computational Foundations of the Visual Number Sense.Ivilin Peev Stoianov & Marco Zorzi - 2017 - Behavioral and Brain Sciences 40.
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  • The Contributions of Numerical Acuity and Non-Numerical Stimulus Features to the Development of the Number Sense and Symbolic Math Achievement.Ariel Starr, Nicholas K. DeWind & Elizabeth M. Brannon - 2017 - Cognition 168 (C):222-233.
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  • The Acuity and Manipulability of the ANS Have Separable Influences on Preschoolers’ Symbolic Math Achievement.Ariel Starr, Rachel C. Tomlinson & Elizabeth M. Brannon - 2018 - Frontiers in Psychology 9.
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  • Effects of Presentation Type and Visual Control in Numerosity Discrimination: Implications for Number Processing?Karolien Smets, Pieter Moors & Bert Reynvoet - 2016 - Frontiers in Psychology 7.