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 *

112 related articles for article (PubMed ID: 34889002)

  • 1. Children's attention to numerical quantities relates to verbal number knowledge: An introduction to the Build-A-Train task.
    Sokolowski HM; Merkley R; Kingissepp SSB; Vaikuntharajan P; Ansari D
    Dev Sci; 2022 May; 25(3):e13211. PubMed ID: 34889002
    [TBL] [Abstract][Full Text] [Related]  

  • 2. 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]  

  • 3. Area vs. density: influence of visual variables and cardinality knowledge in early number comparison.
    Abreu-Mendoza RA; Soto-Alba EE; Arias-Trejo N
    Front Psychol; 2013; 4():805. PubMed ID: 24198803
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Children's questions: a mechanism for cognitive development.
    Chouinard MM
    Monogr Soc Res Child Dev; 2007; 72(1):vii-ix, 1-112; discussion 113-26. PubMed ID: 17394580
    [TBL] [Abstract][Full Text] [Related]  

  • 5. 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]  

  • 6. 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]  

  • 7. Growth of symbolic number knowledge accelerates after children understand cardinality.
    Geary DC; vanMarle K
    Cognition; 2018 Aug; 177():69-78. PubMed ID: 29653398
    [TBL] [Abstract][Full Text] [Related]  

  • 8. 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]  

  • 9. Children's mappings between number words and the approximate number system.
    Odic D; Le Corre M; Halberda J
    Cognition; 2015 May; 138():102-21. PubMed ID: 25721021
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Connecting numbers to discrete quantification: a step in the child's construction of integer concepts.
    Slusser E; Ditta A; Sarnecka B
    Cognition; 2013 Oct; 129(1):31-41. PubMed ID: 23831562
    [TBL] [Abstract][Full Text] [Related]  

  • 11. 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]  

  • 12. Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality.
    Izard V; Streri A; Spelke ES
    Cogn Psychol; 2014 Jul; 72():27-53. PubMed ID: 24680885
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Contrast and entailment: Abstract logical relations constrain how 2- and 3-year-old children interpret unknown numbers.
    Feiman R; Hartshorne JK; Barner D
    Cognition; 2019 Feb; 183():192-207. PubMed ID: 30496910
    [TBL] [Abstract][Full Text] [Related]  

  • 14. 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]  

  • 15. A dissociation between small and large numbers in young children's ability to "solve for x" in non-symbolic math problems.
    Kibbe MM; Feigenson L
    Cognition; 2017 Mar; 160():82-90. PubMed ID: 28068528
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Gesture as a window onto children's number knowledge.
    Gunderson EA; Spaepen E; Gibson D; Goldin-Meadow S; Levine SC
    Cognition; 2015 Nov; 144():14-28. PubMed ID: 26210644
    [TBL] [Abstract][Full Text] [Related]  

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

  • 18. Symbolic number abilities predict later approximate number system acuity in preschool children.
    Mussolin C; Nys J; Content A; Leybaert J
    PLoS One; 2014; 9(3):e91839. PubMed ID: 24637785
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Children's spontaneous focus on number before and after guided parent-child interactions in a children's museum.
    Braham EJ; Libertus ME; McCrink K
    Dev Psychol; 2018 Aug; 54(8):1492-1498. PubMed ID: 30047774
    [TBL] [Abstract][Full Text] [Related]  

  • 20. The idea of an exact number: children's understanding of cardinality and equinumerosity.
    Sarnecka BW; Wright CE
    Cogn Sci; 2013; 37(8):1493-506. PubMed ID: 23672476
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 6.