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Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals
Cognition 118 (1):32-44 (2011)
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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.
Do analog number representations underlie the meanings of young children’s verbal numerals?Susan Carey, Anna Shusterman, Paul Haward & Rebecca Distefano - 2017 - Cognition 168 (C):243-255.
Unpacking symbolic number comparison and its relation with arithmetic in adults.Delphine Sasanguie, Ian M. Lyons, Bert De Smedt & Bert Reynvoet - 2017 - Cognition 165 (C):26-38.
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.
References found in this work
Developmental dyscalculia and basic numerical capacities: a study of 8–9-year-old students.Karin Landerl, Anna Bevan & Brian Butterworth - 2004 - Cognition 93 (2):99-125.
Symbolic and nonsymbolic number comparison in children with and without dyscalculia.Christophe Mussolin, Sandrine Mejias & Marie-Pascale Noël - 2010 - Cognition 115 (1):10-25.
Specifying the relations between automaticity and consciousness: A theoretical note.Joseph Tzelgov - 1997 - Consciousness and Cognition 6:441-51.
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