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 *

547 related articles for article (PubMed ID: 24699178)

  • 1. Relations of different types of numerical magnitude representations to each other and to mathematics achievement.
    Fazio LK; Bailey DH; Thompson CA; Siegler RS
    J Exp Child Psychol; 2014 Jul; 123():53-72. PubMed ID: 24699178
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Children's mapping between symbolic and nonsymbolic representations of number.
    Mundy E; Gilmore CK
    J Exp Child Psychol; 2009 Aug; 103(4):490-502. PubMed ID: 19327782
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties.
    De Smedt B; Gilmore CK
    J Exp Child Psychol; 2011 Feb; 108(2):278-92. PubMed ID: 20974477
    [TBL] [Abstract][Full Text] [Related]  

  • 4. An integrated theory of whole number and fractions development.
    Siegler RS; Thompson CA; Schneider M
    Cogn Psychol; 2011 Jun; 62(4):273-96. PubMed ID: 21569877
    [TBL] [Abstract][Full Text] [Related]  

  • 5. What basic number processing measures in kindergarten explain unique variability in first-grade arithmetic proficiency?
    Bartelet D; Vaessen A; Blomert L; Ansari D
    J Exp Child Psychol; 2014 Jan; 117():12-28. PubMed ID: 24128690
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Approximate number sense, symbolic number processing, or number-space mappings: what underlies mathematics achievement?
    Sasanguie D; Göbel SM; Moll K; Smets K; Reynvoet B
    J Exp Child Psychol; 2013 Mar; 114(3):418-31. PubMed ID: 23270796
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Representations of numerical and non-numerical magnitude both contribute to mathematical competence in children.
    Lourenco SF; Bonny JW
    Dev Sci; 2017 Jul; 20(4):. PubMed ID: 27146696
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Association between basic numerical abilities and mathematics achievement.
    Sasanguie D; De Smedt B; Defever E; Reynvoet B
    Br J Dev Psychol; 2012 Jun; 30(Pt 2):344-57. PubMed ID: 22550952
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Differential processing of symbolic numerical magnitude and order in first-grade children.
    Vogel SE; Remark A; Ansari D
    J Exp Child Psychol; 2015 Jan; 129():26-39. PubMed ID: 25240153
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison.
    Laski EV; Siegler RS
    Child Dev; 2007; 78(6):1723-43. PubMed ID: 17988317
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Costs and benefits of representational change: effects of context on age and sex differences in symbolic magnitude estimation.
    Thompson CA; Opfer JE
    J Exp Child Psychol; 2008 Sep; 101(1):20-51. PubMed ID: 18381214
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Mapping numerical magnitudes onto symbols: the numerical distance effect and individual differences in children's mathematics achievement.
    Holloway ID; Ansari D
    J Exp Child Psychol; 2009 May; 103(1):17-29. PubMed ID: 18513738
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Foundations of children's numerical and mathematical skills: the roles of symbolic and nonsymbolic representations of numerical magnitude.
    Lyons IM; Ansari D
    Adv Child Dev Behav; 2015; 48():93-116. PubMed ID: 25735942
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Comparisons of numerical magnitudes in children with different levels of mathematical achievement. An ERP study.
    Gómez-Velázquez FR; Berumen G; González-Garrido AA
    Brain Res; 2015 Nov; 1627():189-200. PubMed ID: 26385418
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.
    Schneider M; Beeres K; Coban L; Merz S; Susan Schmidt S; Stricker J; De Smedt B
    Dev Sci; 2017 May; 20(3):. PubMed ID: 26768176
    [TBL] [Abstract][Full Text] [Related]  

  • 16. A dissociation between symbolic number knowledge and analogue magnitude information.
    Polk TA; Reed CL; Keenan JM; Hogarth P; Anderson CA
    Brain Cogn; 2001 Dec; 47(3):545-63. PubMed ID: 11748908
    [TBL] [Abstract][Full Text] [Related]  

  • 17. 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]  

  • 18. Children's mapping between non-symbolic and symbolic numerical magnitudes and its association with timed and untimed tests of mathematics achievement.
    Brankaer C; Ghesquière P; De Smedt B
    PLoS One; 2014; 9(4):e93565. PubMed ID: 24699664
    [TBL] [Abstract][Full Text] [Related]  

  • 19. What can the same-different task tell us about the development of magnitude representations?
    Defever E; Sasanguie D; Vandewaetere M; Reynvoet B
    Acta Psychol (Amst); 2012 May; 140(1):35-42. PubMed ID: 22426429
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Numerical magnitude representations influence arithmetic learning.
    Booth JL; Siegler RS
    Child Dev; 2008; 79(4):1016-31. PubMed ID: 18717904
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 28.