Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development.

Malone, Stephanie A; Pritchard, Verena E; Hulme, Charles

Malone, Stephanie A; Pritchard, Verena E; Hulme, Charles.

Afiliación

Malone SA; Australian Catholic University, Brisbane, QLD 4014, Australia; Autism Centre of Excellence, Griffith University, Brisbane, QLD 4122, Australia.
Pritchard VE; Australian Catholic University, Brisbane, QLD 4014, Australia; School of Psychology and Counseling, Faculty of Health, Queensland University of Technology, Brisbane, QLD 4000, Australia.
Hulme C; Australian Catholic University, Brisbane, QLD 4014, Australia; Department of Education, University of Oxford, Oxford OX2 6PY, UK. Electronic address: charles.hulme@education.ox.ac.uk.

J Exp Child Psychol ; 208: 105120, 2021 08.

Article en En | MEDLINE | ID: mdl-33794420

Asunto(s)

Juicio; Conocimiento; Comprensión; Humanos; Estudios Longitudinales; Matemática

Palabras clave

Approximate number system; Arithmetic development; Number knowledge; Numerosity judgment; Ordinal number knowledge; Symbolic number system

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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Conocimiento / Juicio Tipo de estudio: Observational_studies / Prognostic_studies / Risk_factors_studies Límite: Humans Idioma: En Revista: J Exp Child Psychol Año: 2021 Tipo del documento: Article País de afiliación: Australia Pais de publicación: Estados Unidos

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