These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

312 related articles for article (PubMed ID: 18468942)

  • 21. Mastery of the logic of natural numbers is not the result of mastery of counting: evidence from late counters.
    Jara-Ettinger J; Piantadosi S; Spelke ES; Levy R; Gibson E
    Dev Sci; 2017 Nov; 20(6):. PubMed ID: 27546566
    [TBL] [Abstract][Full Text] [Related]  

  • 22. Methodological and epistemological issues in the interpretation of infant cognitive development.
    Müller U; Giesbrecht G
    Child Dev; 2008; 79(6):1654-8. PubMed ID: 19037940
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Do children learn the integers by induction?
    Rips LJ; Asmuth J; Bloomfield A
    Cognition; 2008 Feb; 106(2):940-51. PubMed ID: 17822688
    [TBL] [Abstract][Full Text] [Related]  

  • 24. [On a possibility of understanding over the limits of imagination].
    Shuĭkin NN; Levshina IP
    Zh Vyssh Nerv Deiat Im I P Pavlova; 2008; 58(5):628-35. PubMed ID: 19004323
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Prefrontal cortex and the evolution of symbolic reference.
    Nieder A
    Curr Opin Neurobiol; 2009 Feb; 19(1):99-108. PubMed ID: 19447604
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Concept-procedure interactions in children's addition and subtraction.
    Canobi KH
    J Exp Child Psychol; 2009 Feb; 102(2):131-49. PubMed ID: 18809182
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Language and the origin of numerical concepts.
    Gelman R; Gallistel CR
    Science; 2004 Oct; 306(5695):441-3. PubMed ID: 15486289
    [TBL] [Abstract][Full Text] [Related]  

  • 28. A probabilistic model of theory formation.
    Kemp C; Tenenbaum JB; Niyogi S; Griffiths TL
    Cognition; 2010 Feb; 114(2):165-96. PubMed ID: 19892328
    [TBL] [Abstract][Full Text] [Related]  

  • 29. How to grow a mind: statistics, structure, and abstraction.
    Tenenbaum JB; Kemp C; Griffiths TL; Goodman ND
    Science; 2011 Mar; 331(6022):1279-85. PubMed ID: 21393536
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Developmental and individual differences in pure numerical estimation.
    Booth JL; Siegler RS
    Dev Psychol; 2006 Jan; 42(1):189-201. PubMed ID: 16420128
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Preschoolers doing arithmetic: the concepts are willing but the working memory is weak.
    Klein JS; Bisanz J
    Can J Exp Psychol; 2000 Jun; 54(2):105-16. PubMed ID: 10881394
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Fractions: the new frontier for theories of numerical development.
    Siegler RS; Fazio LK; Bailey DH; Zhou X
    Trends Cogn Sci; 2013 Jan; 17(1):13-9. PubMed ID: 23219805
    [TBL] [Abstract][Full Text] [Related]  

  • 33. The predictive value of numerical magnitude comparison for individual differences in mathematics achievement.
    De Smedt B; Verschaffel L; Ghesquière P
    J Exp Child Psychol; 2009 Aug; 103(4):469-79. PubMed ID: 19285682
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Enabling conditions and children's understanding of pretense.
    Sobel DM
    Cognition; 2009 Nov; 113(2):177-88. PubMed ID: 19733841
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Operational momentum in large-number addition and subtraction by 9-month-olds.
    McCrink K; Wynn K
    J Exp Child Psychol; 2009 Aug; 103(4):400-8. PubMed ID: 19285683
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Children's understanding of second-order mental states.
    Miller SA
    Psychol Bull; 2009 Sep; 135(5):749-73. PubMed ID: 19702381
    [TBL] [Abstract][Full Text] [Related]  

  • 37. A microgenetic study of the multiplication and division inversion concept.
    Robinson KM; Dubé AK
    Can J Exp Psychol; 2009 Sep; 63(3):193-200. PubMed ID: 19739902
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Never getting to zero: Elementary school students' understanding of the infinite divisibility of number and matter.
    Smith CL; Solomon GE; Carey S
    Cogn Psychol; 2005 Sep; 51(2):101-40. PubMed ID: 16081058
    [TBL] [Abstract][Full Text] [Related]  

  • 39. Toddlers' joint engagement experience facilitates preschoolers' acquisition of theory of mind.
    Nelson PB; Adamson LB; Bakeman R
    Dev Sci; 2008 Nov; 11(6):847-52. PubMed ID: 19046153
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Information learned from generic language becomes central to children's biological concepts: evidence from their open-ended explanations.
    Cimpian A; Markman EM
    Cognition; 2009 Oct; 113(1):14-25. PubMed ID: 19674739
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 16.