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 *

145 related articles for article (PubMed ID: 29881364)

  • 1. Spatial and Verbal Routes to Number Comparison in Young Children.
    Sella F; Lucangeli D; Zorzi M
    Front Psychol; 2018; 9():776. PubMed ID: 29881364
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle.
    Sella F; Berteletti I; Lucangeli D; Zorzi M
    Cognition; 2017 Jan; 158():56-67. PubMed ID: 27788403
    [TBL] [Abstract][Full Text] [Related]  

  • 3. The knowledge of the preceding number reveals a mature understanding of the number sequence.
    Sella F; Lucangeli D
    Cognition; 2020 Jan; 194():104104. PubMed ID: 31698183
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Contrasting symbolic and non-symbolic numerical representations in a joint classification task.
    Prpic V; Basamh YA; Goodridge CM; Agostini T; Murgia M
    Psychon Bull Rev; 2023 Aug; 30(4):1422-1430. PubMed ID: 36650364
    [TBL] [Abstract][Full Text] [Related]  

  • 5. The integration of symbolic and non-symbolic representations of exact quantity in preschool children.
    Jiménez Lira C; Carver M; Douglas H; LeFevre JA
    Cognition; 2017 Sep; 166():382-397. PubMed ID: 28609720
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Single-digit Arabic numbers do not automatically activate magnitude representations in adults or in children: evidence from the symbolic same-different task.
    Wong B; Szücs D
    Acta Psychol (Amst); 2013 Nov; 144(3):488-98. PubMed ID: 24076332
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect.
    Haman M; Lipowska K
    Dev Sci; 2023 May; 26(3):e13322. PubMed ID: 36069221
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Spatial order relates to the exact numerical magnitude of digits in young children.
    Sella F; Lucangeli D; Zorzi M
    J Exp Child Psychol; 2019 Feb; 178():385-404. PubMed ID: 30314720
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Numerical estrangement and integration between symbolic and non-symbolic numerical information: Task-dependence and its link to math abilities in adults.
    Ren X; Liu R; Coutanche MN; Fiez JA; Libertus ME
    Cognition; 2022 Jul; 224():105067. PubMed ID: 35219951
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Linear Spatial-Numeric Associations Aid Memory for Single Numbers.
    Opfer J; Kim D; Young CJ; Marciani F
    Front Psychol; 2019; 10():146. PubMed ID: 30778318
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Making Sense of Number Words and Arabic Digits: Does Order Count More?
    Sella F; Lucangeli D; Cohen Kadosh R; Zorzi M
    Child Dev; 2020 Sep; 91(5):1456-1470. PubMed ID: 31724163
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Symbolic number: the integration of magnitude and spatial representations in children aged 6 to 8 years.
    White SL; Szűcs D; Soltész F
    Front Psychol; 2011; 2():392. PubMed ID: 22291671
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Numerals do not need numerosities: robust evidence for distinct numerical representations for symbolic and non-symbolic numbers.
    Marinova M; Sasanguie D; Reynvoet B
    Psychol Res; 2021 Mar; 85(2):764-776. PubMed ID: 31953564
    [TBL] [Abstract][Full Text] [Related]  

  • 14. 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]  

  • 15. 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]  

  • 16. 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]  

  • 17. More linear than log? Non-symbolic number-line estimation in 3- to 5-year-old children.
    Haman M; Patro K
    Front Psychol; 2022; 13():1003696. PubMed ID: 36389566
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Cross-Format Integration of Auditory Number Words and Visual-Arabic Digits: An ERP Study.
    Finke S; Kemény F; Clayton FJ; Banfi C; Steiner AF; Perchtold-Stefan CM; Papousek I; Göbel SM; Landerl K
    Front Psychol; 2021; 12():765709. PubMed ID: 34887813
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners.
    Lyons IM; Bugden S; Zheng S; De Jesus S; Ansari D
    Dev Psychol; 2018 Mar; 54(3):440-457. PubMed ID: 29154653
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Differential Development of Children's Understanding of the Cardinality of Small Numbers and Zero.
    Pixner S; Dresen V; Moeller K
    Front Psychol; 2018; 9():1636. PubMed ID: 30319475
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 8.