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 *

108 related articles for article (PubMed ID: 34935245)

  • 1. Acquisition of the counting principles during the subset-knower stages: Insights from children's errors.
    Cheung P; Toomey M; Jiang YH; Stoop TB; Shusterman A
    Dev Sci; 2022 Jul; 25(4):e13219. PubMed ID: 34935245
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering.
    Spaepen E; Gunderson EA; Gibson D; Goldin-Meadow S; Levine SC
    Cognition; 2018 Nov; 180():59-81. PubMed ID: 30007878
    [TBL] [Abstract][Full Text] [Related]  

  • 3. 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]  

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

  • 5. To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count.
    Cheung P; Rubenson M; Barner D
    Cogn Psychol; 2017 Feb; 92():22-36. PubMed ID: 27889550
    [TBL] [Abstract][Full Text] [Related]  

  • 6. How counting represents number: what children must learn and when they learn it.
    Sarnecka BW; Carey S
    Cognition; 2008 Sep; 108(3):662-74. PubMed ID: 18572155
    [TBL] [Abstract][Full Text] [Related]  

  • 7. 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]  

  • 8. Measuring Emerging Number Knowledge in Toddlers.
    Silver AM; Elliott L; Braham EJ; Bachman HJ; Votruba-Drzal E; Tamis-LeMonda CS; Cabrera N; Libertus ME
    Front Psychol; 2021; 12():703598. PubMed ID: 34354646
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Is thirty-two three tens and two ones? The embedded structure of cardinal numbers.
    Guerrero D; Hwang J; Boutin B; Roeper T; Park J
    Cognition; 2020 Oct; 203():104331. PubMed ID: 32590201
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Miscategorized subset-knowers: Five- and six-knowers can compare only the numbers they know.
    Krajcsi A; Reynvoet B
    Dev Sci; 2024 Jan; 27(1):e13430. PubMed ID: 37392074
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Does learning to count involve a semantic induction?
    Davidson K; Eng K; Barner D
    Cognition; 2012 Apr; 123(1):162-73. PubMed ID: 22245033
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Knowledge of counting principles: how relevant is order irrelevance?
    Kamawar D; Lefevre JA; Bisanz J; Fast L; Skwarchuk SL; Smith-Chant B; Penner-Wilger M
    J Exp Child Psychol; 2010; 105(1-2):138-45. PubMed ID: 19793588
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Children acquire the later-greater principle after the cardinal principle.
    Le Corre M
    Br J Dev Psychol; 2014 Jun; 32(2):163-77. PubMed ID: 24372336
    [TBL] [Abstract][Full Text] [Related]  

  • 14. 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]  

  • 15. 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]  

  • 16. Recognition of small numbers in subset knowers Cardinal knowledge in early childhood.
    Gerbrand A; Gredebäck G; Lindskog M
    R Soc Open Sci; 2023 Oct; 10(10):230474. PubMed ID: 37885983
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Improved set-size labeling mediates the effect of a counting intervention on children's understanding of cardinality.
    O'Rear CD; McNeil NM
    Dev Sci; 2019 Nov; 22(6):e12819. PubMed ID: 30779262
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Counting many as one: Young children can understand sets as units except when counting.
    Wege TE; De Smedt B; Gilmore C; Inglis M
    J Exp Child Psychol; 2023 Jan; 225():105533. PubMed ID: 36049249
    [TBL] [Abstract][Full Text] [Related]  

  • 19. The role of gesture in children's learning to count.
    Graham TA
    J Exp Child Psychol; 1999 Dec; 74(4):333-55. PubMed ID: 10552922
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Number gestures predict learning of number words.
    Gibson DJ; Gunderson EA; Spaepen E; Levine SC; Goldin-Meadow S
    Dev Sci; 2019 May; 22(3):e12791. PubMed ID: 30566755
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 6.