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Journal Abstract Search

170 related items for PubMed ID: 17328706

  • 1. Children's intuitive mathematics: the development of knowledge about nonlinear growth.
    Ebersbach M, Wilkening F.
    Child Dev; 2007; 78(1):296-308. PubMed ID: 17328706
    [Abstract] [Full Text] [Related]

  • 2. Forecasting exponential growth and exponential decline: similarities and differences.
    Ebersbach M, Lehner M, Resing WC, Wilkening F.
    Acta Psychol (Amst); 2008 Feb; 127(2):247-57. PubMed ID: 17640606
    [Abstract] [Full Text] [Related]

  • 3. Achieving a new dimension: children integrate three stimulus dimensions in volume estimations.
    Ebersbach M.
    Dev Psychol; 2009 May; 45(3):877-83. PubMed ID: 19413439
    [Abstract] [Full Text] [Related]

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

  • 5. Children's profiles of addition and subtraction understanding.
    Canobi KH.
    J Exp Child Psychol; 2005 Nov; 92(3):220-46. PubMed ID: 16024038
    [Abstract] [Full Text] [Related]

  • 6. Number words in young children's conceptual and procedural knowledge of addition, subtraction and inversion.
    Canobi KH, Bethune NE.
    Cognition; 2008 Sep; 108(3):675-86. PubMed ID: 18621361
    [Abstract] [Full Text] [Related]

  • 7. Developing access to number magnitude: a study of the SNARC effect in 7- to 9-year-olds.
    van Galen MS, Reitsma P.
    J Exp Child Psychol; 2008 Oct; 101(2):99-113. PubMed ID: 18602112
    [Abstract] [Full Text] [Related]

  • 8. Children's ability to make tentative interpretations of ambiguous messages.
    Beck SR, Robinson EJ.
    J Exp Child Psychol; 2001 May; 79(1):95-114. PubMed ID: 11292313
    [Abstract] [Full Text] [Related]

  • 9. Shedding new light on an old problem: The estimation of shadow sizes in children and adults.
    Ebersbach M, Resing WC.
    J Exp Child Psychol; 2007 Aug; 97(4):265-85. PubMed ID: 17512532
    [Abstract] [Full Text] [Related]

  • 10. Go with the flow: How to master a nonlinear multiple-cue judgment task.
    Olsson AC, Enkvist T, Juslin P.
    J Exp Psychol Learn Mem Cogn; 2006 Nov; 32(6):1371-84. PubMed ID: 17087590
    [Abstract] [Full Text] [Related]

  • 11. Can children resist making interpretations when uncertain?
    Beck SR, Robinson EJ, Freeth MM.
    J Exp Child Psychol; 2008 Apr; 99(4):252-70. PubMed ID: 17673251
    [Abstract] [Full Text] [Related]

  • 12. Concept-procedure interactions in children's addition and subtraction.
    Canobi KH.
    J Exp Child Psychol; 2009 Feb; 102(2):131-49. PubMed ID: 18809182
    [Abstract] [Full Text] [Related]

  • 13. 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
    [Abstract] [Full Text] [Related]

  • 14. Children's analogical reasoning about natural phenomena.
    Pauen S, Wilkening F.
    J Exp Child Psychol; 1997 Oct; 67(1):90-113. PubMed ID: 9344489
    [Abstract] [Full Text] [Related]

  • 15. Korean children's understanding of multidigit addition and subtraction.
    Fuson KC, Kwon Y.
    Child Dev; 1992 Apr; 63(2):491-506. PubMed ID: 1611949
    [Abstract] [Full Text] [Related]

  • 16. Individual differences in children's understanding of inversion and arithmetical skill.
    Gilmore CK, Bryant P.
    Br J Educ Psychol; 2006 Jun; 76(Pt 2):309-31. PubMed ID: 16719966
    [Abstract] [Full Text] [Related]

  • 17. The trouble with transfer: insights from microgenetic changes in the representation of numerical magnitude.
    Opfer JE, Thompson CA.
    Child Dev; 2008 Jun; 79(3):788-804. PubMed ID: 18489428
    [Abstract] [Full Text] [Related]

  • 18. The development of children's knowledge about inner speech.
    Flavell JH, Green FL, Flavell ER, Grossman JB.
    Child Dev; 1997 Feb; 68(1):39-47. PubMed ID: 9084123
    [Abstract] [Full Text] [Related]

  • 19. The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: evidence for a segmented linear model.
    Ebersbach M, Luwel K, Frick A, Onghena P, Verschaffel L.
    J Exp Child Psychol; 2008 Jan; 99(1):1-17. PubMed ID: 17923136
    [Abstract] [Full Text] [Related]

  • 20. Child proportional scaling: is 1/3=2/6=3/9=4/12?
    Boyer TW, Levine SC.
    J Exp Child Psychol; 2012 Mar; 111(3):516-33. PubMed ID: 22154533
    [Abstract] [Full Text] [Related]

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