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 *

234 related articles for article (PubMed ID: 18572155)

  • 1. How counting represents number: what children must learn and when they learn it.
    Sarnecka BW; Carey S
    Cognition; 2008 Sep; 108(3):662-74. PubMed ID: 18572155
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering.
    Spaepen E; Gunderson EA; Gibson D; Goldin-Meadow S; Levine SC
    Cognition; 2018 Nov; 180():59-81. PubMed ID: 30007878
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Preschool children master the logic of number word meanings.
    Lipton JS; Spelke ES
    Cognition; 2006 Jan; 98(3):B57-66. PubMed ID: 16115616
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Approximate number word knowledge before the cardinal principle.
    Gunderson EA; Spaepen E; Levine SC
    J Exp Child Psychol; 2015 Feb; 130():35-55. PubMed ID: 25462030
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Children's understanding of counting.
    Wynn K
    Cognition; 1990 Aug; 36(2):155-93. PubMed ID: 2225756
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Individual differences in numerical abilities in preschoolers.
    Dowker A
    Dev Sci; 2008 Sep; 11(5):650-4. PubMed ID: 18801119
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Does learning to count involve a semantic induction?
    Davidson K; Eng K; Barner D
    Cognition; 2012 Apr; 123(1):162-73. PubMed ID: 22245033
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Knowledge of counting principles: how relevant is order irrelevance?
    Kamawar D; Lefevre JA; Bisanz J; Fast L; Skwarchuk SL; Smith-Chant B; Penner-Wilger M
    J Exp Child Psychol; 2010; 105(1-2):138-45. PubMed ID: 19793588
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Counting by children with Down syndrome.
    Caycho L; Gunn P; Siegal M
    Am J Ment Retard; 1991 Mar; 95(5):575-83. PubMed ID: 1828356
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Using cardinality to compare quantities: the role of social-cognitive conflict in early numeracy.
    Muldoon KP; Lewis C; Francis B
    Dev Sci; 2007 Sep; 10(5):694-711. PubMed ID: 17683352
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Young children's understanding of counting and cardinality.
    Frye D; Braisby N; Lowe J; Maroudas C; Nicholls J
    Child Dev; 1989 Oct; 60(5):1158-71. PubMed ID: 2805894
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Acquisition of the counting principles during the subset-knower stages: Insights from children's errors.
    Cheung P; Toomey M; Jiang YH; Stoop TB; Shusterman A
    Dev Sci; 2022 Jul; 25(4):e13219. PubMed ID: 34935245
    [TBL] [Abstract][Full Text] [Related]  

  • 13. One first? Acquisition of the cardinal and ordinal uses of numbers in preschoolers.
    Colomé A; Noël MP
    J Exp Child Psychol; 2012 Oct; 113(2):233-47. PubMed ID: 22727675
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Children's use of mutual exclusivity to learn labels for parts of objects.
    Hansen MB; Markman EM
    Dev Psychol; 2009 Mar; 45(2):592-6. PubMed ID: 19271842
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Do analog number representations underlie the meanings of young children's verbal numerals?
    Carey S; Shusterman A; Haward P; Distefano R
    Cognition; 2017 Nov; 168():243-255. PubMed ID: 28732303
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Finding one's meaning: a test of the relation between quantifiers and integers in language development.
    Barner D; Chow K; Yang SJ
    Cogn Psychol; 2009 Mar; 58(2):195-219. PubMed ID: 18799157
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Why set-comparison is vital in early number learning.
    Muldoon K; Lewis C; Freeman N
    Trends Cogn Sci; 2009 May; 13(5):203-8. PubMed ID: 19375377
    [TBL] [Abstract][Full Text] [Related]  

  • 18. What counts as knowing? The development of conceptual and procedural knowledge of counting from kindergarten through Grade 2.
    LeFevre JA; Smith-Chant BL; Fast L; Skwarchuk SL; Sargla E; Arnup JS; Penner-Wilger M; Bisanz J; Kamawar D
    J Exp Child Psychol; 2006 Apr; 93(4):285-303. PubMed ID: 16360166
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Two-year-olds exclude novel objects as potential referents of novel words based on pragmatics.
    Grassmann S; Stracke M; Tomasello M
    Cognition; 2009 Sep; 112(3):488-93. PubMed ID: 19616205
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Number words in young children's conceptual and procedural knowledge of addition, subtraction and inversion.
    Canobi KH; Bethune NE
    Cognition; 2008 Sep; 108(3):675-86. PubMed ID: 18621361
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 12.