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How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
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How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior (2013)How do symbolic and non-symbolic numerica…Dyscalculia: From Brain to Education (2011)Dyscalculia: From Brain to Ed…Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia (2010)Developmental trajectory of n…Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games (2008)Promoting Broad and Stable Im…Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement (2008)Mapping numerical magnitudes …Individual differences in non-verbal number acuity correlate with maths achievement (2008)Individual differences in non…Human Behavior, Learning, and the Developing Brain: Atypical Development (2008)Human Behavior, Learning, and…Effects of development and enculturation on number representation in the brain (2008)Effects of development and en…Developmental change in the acuity of the "number sense": The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults. (2008)Developmental change in the a…Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing (2006)Basic numerical skills in chi…The Handbook of Mathematical Cognition (2005)The Handbook of Mathematical …Developmental dyscalculia and basic numerical capacities: a study of 8?9-year-old students (2004)Developmental dyscalculia and…Bootstrapping & the origin of concepts (2004)Bootstrapping & the origin of…THREE PARIETAL CIRCUITS FOR NUMBER PROCESSING (2003)THREE PARIETAL CIRCUITS FOR N…The Origin of Concepts (2000)The Origin of ConceptsThe Mathematical Brain (1999)The Mathematical BrainTime required for Judgements of Numerical Inequality (1967)Varieties of numerical abilities (1992)The mental representation of parity and number magnitude. (1993)The Representation of Object Concepts in the Brain (2006)Cultural Recycling of Cortical Maps (2007)The Number Sense: How the Mind Creates Mathematics. (1998)Core systems of number (2004)Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches (2009)Pathways to Mathematics: Longitudinal Predictors of Performance (2010)Handbook of Research on Learning and Instruction (2011)Wechsler Abbreviated Scale of Intelligence (2014)Experience and Education (1986)A theory of magnitude: common cortical metrics of time, space and quantity (2003)A Handbook of Child Psychology (1932)School readiness and later achievement. (2007)An integrated theory of whole number and fractions development (2011)Putting Education in “Educational” Apps (2015)Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework (2018)Conceptual Change in Childhood (1985)Concepts, Kinds, and Cognitive Development (1989)Concepts, kinds, and cognitive development (1990)Semantic Cognition (2004)Do humans have two systems to track beliefs and belief-like states? (2009)Origins of Objectivity (2010)Manual for Raven's progressive matrices and vocabulary scales (1998)Diagnostic and Statistical Manual of Mental Disorders (2013)With the Future Behind Them: Convergent Evidence From Aymara Language and Gesture in the Crosslinguistic Comparison of Spatial Construals of Time (2006)Mathematics Anxiety: What Have We Learned in 60 Years? (2016)Newborn infants perceive abstract numbers (2009)Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. (2011)Neurocognitive start-up tools for symbolic number representations (2010)Preschool acuity of the approximate number system correlates with school math ability (2011)From “sense of number” to “sense of magnitude”: The role of continuous magnitudes in numerical cognition (2016)
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References

  • 2003THREE PARIETAL CIRCUITS FOR NUMBER PROCESSING2,575 cited
  • 2000The Origin of Concepts2,401 cited
  • 2008Individual differences in non-verbal number acuity correlate with maths achievement1,538 cited
  • 2005The Handbook of Mathematical Cognition1,528 cited
  • 2008Developmental change in the acuity of the "number sense": The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults.1,041 cited
  • 2004Developmental dyscalculia and basic numerical capacities: a study of 8?9-year-old students982 cited
  • 2011Dyscalculia: From Brain to Education892 cited
  • 2008Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games785 cited
  • 2010Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia784 cited
  • 2006Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing769 cited
  • 2008Effects of development and enculturation on number representation in the brain762 cited
  • 2008Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement737 cited
  • 1999The Mathematical Brain724 cited
  • 2004Bootstrapping & the origin of concepts

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446 cited
  • 2008Human Behavior, Learning, and the Developing Brain: Atypical Development206 cited
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