196 related articles for article (PubMed ID: 29134666)
1. Children's understanding of multiplication and division: Insights from a pooled analysis of seven studies conducted across 7 years.
Dubé AK; Robinson KM
Br J Dev Psychol; 2018 Jun; 36(2):206-219. PubMed ID: 29134666
[TBL] [Abstract][Full Text] [Related]
2. Understanding arithmetic concepts: Does operation matter?
Robinson KM; Price JAB; Demyen B
J Exp Child Psychol; 2018 Feb; 166():421-436. PubMed ID: 29049950
[TBL] [Abstract][Full Text] [Related]
3. Children's understanding of additive concepts.
Robinson KM; Dubé AK; Beatch JA
J Exp Child Psychol; 2017 Apr; 156():16-28. PubMed ID: 28024177
[TBL] [Abstract][Full Text] [Related]
4. Children's understanding of addition and subtraction concepts.
Robinson KM; Dubé AK
J Exp Child Psychol; 2009 Aug; 103(4):532-45. PubMed ID: 19167015
[TBL] [Abstract][Full Text] [Related]
5. The relationship between adults' conceptual understanding of inversion and associativity.
Dubé AK; Robinson KM
Can J Exp Psychol; 2010 Mar; 64(1):60-6. PubMed ID: 20384420
[TBL] [Abstract][Full Text] [Related]
6. Children's understanding of the arithmetic concepts of inversion and associativity.
Robinson KM; Ninowski JE; Gray ML
J Exp Child Psychol; 2006 Aug; 94(4):349-62. PubMed ID: 16674969
[TBL] [Abstract][Full Text] [Related]
7. 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]
8. Conceptual knowledge of arithmetic for Chinese- and Canadian-educated adults.
Robinson KM; Beatch JA
Can J Exp Psychol; 2016 Dec; 70(4):335-342. PubMed ID: 27176819
[TBL] [Abstract][Full Text] [Related]
9. Stability and change in children's division strategies.
Robinson KM; Arbuthnott KD; Rose D; McCarron MC; Globa CA; Phonexay SD
J Exp Child Psychol; 2006 Mar; 93(3):224-38. PubMed ID: 16243348
[TBL] [Abstract][Full Text] [Related]
10. Children's understanding of the addition/subtraction complement principle.
Torbeyns J; Peters G; De Smedt B; Ghesquière P; Verschaffel L
Br J Educ Psychol; 2016 Sep; 86(3):382-96. PubMed ID: 26990792
[TBL] [Abstract][Full Text] [Related]
11. Early predictors of high school mathematics achievement.
Siegler RS; Duncan GJ; Davis-Kean PE; Duckworth K; Claessens A; Engel M; Susperreguy MI; Chen M
Psychol Sci; 2012 Jul; 23(7):691-7. PubMed ID: 22700332
[TBL] [Abstract][Full Text] [Related]
12. Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge.
Geary DC; vanMarle K; Chu FW; Rouder J; Hoard MK; Nugent L
Psychol Sci; 2018 Feb; 29(2):191-205. PubMed ID: 29185879
[TBL] [Abstract][Full Text] [Related]
13. Individual differences in conceptual and procedural fraction understanding: the role of abilities and school experience.
Hallett D; Nunes T; Bryant P; Thorpe CM
J Exp Child Psychol; 2012 Dec; 113(4):469-86. PubMed ID: 22995445
[TBL] [Abstract][Full Text] [Related]
14. Grade-related differences in strategy use in multidigit division in two instructional settings.
Hickendorff M; Torbeyns J; Verschaffel L
Br J Dev Psychol; 2018 Jun; 36(2):169-187. PubMed ID: 29168564
[TBL] [Abstract][Full Text] [Related]
15. Children learn spurious associations in their math textbooks: Examples from fraction arithmetic.
Braithwaite DW; Siegler RS
J Exp Psychol Learn Mem Cogn; 2018 Nov; 44(11):1765-1777. PubMed ID: 29698040
[TBL] [Abstract][Full Text] [Related]
16. Investigating the role of attention in the identification of associativity shortcuts using a microgenetic measure of implicit shortcut use.
Eaves J; Gilmore C; Attridge N
Q J Exp Psychol (Hove); 2020 Jul; 73(7):1017-1035. PubMed ID: 31986980
[TBL] [Abstract][Full Text] [Related]
17. Sharing as a model for understanding division.
Ellis A; Hu X; Smith CE; Davis-Kean PE; Kovelman I
Neuroreport; 2018 Aug; 29(11):889-893. PubMed ID: 29771819
[TBL] [Abstract][Full Text] [Related]
18. Understanding children's and adults' limitations in mental state reasoning.
Birch SA; Bloom P
Trends Cogn Sci; 2004 Jun; 8(6):255-60. PubMed ID: 15165550
[TBL] [Abstract][Full Text] [Related]
19. The relationship between non-symbolic multiplication and division in childhood.
McCrink K; Shafto P; Barth H
Q J Exp Psychol (Hove); 2017 Apr; 70(4):686-702. PubMed ID: 26880261
[TBL] [Abstract][Full Text] [Related]
20. Does the cue help? Children's understanding of multiplicative concepts in different problem contexts.
Squire S; Davies C; Bryant P
Br J Educ Psychol; 2004 Dec; 74(Pt 4):515-32. PubMed ID: 15530199
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]