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 *

367 related articles for article (PubMed ID: 27236038)

  • 41. The role of the left intraparietal sulcus in the relationship between symbolic number processing and children's arithmetic competence.
    Bugden S; Price GR; McLean DA; Ansari D
    Dev Cogn Neurosci; 2012 Oct; 2(4):448-57. PubMed ID: 22591861
    [TBL] [Abstract][Full Text] [Related]  

  • 42. Relationships between magnitude representation, counting and memory in 4- to 7-year-old children: a developmental study.
    Soltész F; Szucs D; Szucs L
    Behav Brain Funct; 2010 Feb; 6():13. PubMed ID: 20167066
    [TBL] [Abstract][Full Text] [Related]  

  • 43. Symbolic versus non-symbolic training for improving early numeracy in preschoolers at risk of developing difficulties in mathematics.
    Tobia V; Bonifacci P; Marzocchi GM
    Res Dev Disabil; 2021 Apr; 111():103893. PubMed ID: 33582478
    [TBL] [Abstract][Full Text] [Related]  

  • 44. 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]  

  • 45. Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling.
    Gilmore CK; McCarthy SE; Spelke ES
    Cognition; 2010 Jun; 115(3):394-406. PubMed ID: 20347435
    [TBL] [Abstract][Full Text] [Related]  

  • 46. Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading.
    Vanbinst K; Ansari D; Ghesquière P; De Smedt B
    PLoS One; 2016; 11(3):e0151045. PubMed ID: 26942935
    [TBL] [Abstract][Full Text] [Related]  

  • 47. Preschoolers' selective sustained attention and numeracy skills and knowledge.
    Brueggemann A; Gable S
    J Exp Child Psychol; 2018 Jul; 171():138-147. PubMed ID: 29530326
    [TBL] [Abstract][Full Text] [Related]  

  • 48. Cognitive predictors of children's development in mathematics achievement: A latent growth modeling approach.
    Xenidou-Dervou I; Van Luit JEH; Kroesbergen EH; Friso-van den Bos I; Jonkman LM; van der Schoot M; van Lieshout ECDM
    Dev Sci; 2018 Nov; 21(6):e12671. PubMed ID: 29691952
    [TBL] [Abstract][Full Text] [Related]  

  • 49. The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count.
    Long I; Malone SA; Tolan A; Burgoyne K; Heron-Delaney M; Witteveen K; Hulme C
    J Exp Child Psychol; 2016 Dec; 152():327-334. PubMed ID: 27614375
    [TBL] [Abstract][Full Text] [Related]  

  • 50. Cognitive mechanisms underlying third graders' arithmetic skills: Expanding the pathways to mathematics model.
    Träff U; Olsson L; Skagerlund K; Östergren R
    J Exp Child Psychol; 2018 Mar; 167():369-387. PubMed ID: 29232622
    [TBL] [Abstract][Full Text] [Related]  

  • 51. Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers.
    Shusterman A; Slusser E; Halberda J; Odic D
    PLoS One; 2016; 11(4):e0153072. PubMed ID: 27078257
    [TBL] [Abstract][Full Text] [Related]  

  • 52. Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children.
    Hyde DC; Khanum S; Spelke ES
    Cognition; 2014 Apr; 131(1):92-107. PubMed ID: 24462713
    [TBL] [Abstract][Full Text] [Related]  

  • 53. Approximate multiplication in young children prior to multiplication instruction.
    Qu C; Szkudlarek E; Brannon EM
    J Exp Child Psychol; 2021 Jul; 207():105116. PubMed ID: 33677334
    [TBL] [Abstract][Full Text] [Related]  

  • 54. An association between understanding cardinality and analog magnitude representations in preschoolers.
    Wagner JB; Johnson SC
    Cognition; 2011 Apr; 119(1):10-22. PubMed ID: 21288508
    [TBL] [Abstract][Full Text] [Related]  

  • 55. Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development.
    Malone SA; Heron-Delaney M; Burgoyne K; Hulme C
    Cognition; 2019 Jun; 187():1-9. PubMed ID: 30797098
    [TBL] [Abstract][Full Text] [Related]  

  • 56. Numerical predictors of arithmetic success in grades 1-6.
    Lyons IM; Price GR; Vaessen A; Blomert L; Ansari D
    Dev Sci; 2014 Sep; 17(5):714-26. PubMed ID: 24581004
    [TBL] [Abstract][Full Text] [Related]  

  • 57. When one size does not fit all: A latent profile analysis of low-income preschoolers' math skills.
    Scalise NR; Daubert EN; Ramani GB
    J Exp Child Psychol; 2021 Sep; 209():105156. PubMed ID: 34089919
    [TBL] [Abstract][Full Text] [Related]  

  • 58. Working memory in nonsymbolic approximate arithmetic processing: a dual-task study with preschoolers.
    Xenidou-Dervou I; van Lieshout EC; van der Schoot M
    Cogn Sci; 2014; 38(1):101-27. PubMed ID: 23855416
    [TBL] [Abstract][Full Text] [Related]  

  • 59. A Mechanistic Study of the Association Between Symbolic Approximate Arithmetic Performance and Basic Number Magnitude Processing Based on Task Difficulty.
    Wei W; Deng W; Chen C; He J; Qin J; Kovas Y
    Front Psychol; 2018; 9():1551. PubMed ID: 30271357
    [TBL] [Abstract][Full Text] [Related]  

  • 60. Magnitude knowledge: the common core of numerical development.
    Siegler RS
    Dev Sci; 2016 May; 19(3):341-61. PubMed ID: 27074723
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 19.