Improving arithmetic performance with number sense training: An investigation of underlying mechanism
暂无分享,去创建一个
[1] Justin Halberda,et al. Intuitive sense of number correlates with math scores on college-entrance examination. , 2012, Acta psychologica.
[2] Elizabeth M. Brannon,et al. Malleability of the approximate number system: effects of feedback and training , 2012, Front. Hum. Neurosci..
[3] C. Blair,et al. Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. , 2007, Child development.
[4] Charles Hulme,et al. The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. , 2005, Journal of experimental child psychology.
[5] L. Woodward,et al. Preschool executive functioning abilities predict early mathematics achievement. , 2010, Developmental psychology.
[6] Fürst Aj,et al. The role of working memory in mental arithmetic. , 1998 .
[7] Evelyn H. Kroesbergen,et al. Early Numerical Development and the Role of Non-Symbolic and Symbolic Skills. , 2013 .
[8] Michael C. Frank,et al. Verbal interference suppresses exact numerical representation , 2011, Cognitive Psychology.
[9] Justin Halberda,et al. Number sense across the lifespan as revealed by a massive Internet-based sample , 2012, Proceedings of the National Academy of Sciences.
[10] Emmy Defever,et al. The Approximate Number System is not Predictive for Symbolic Number Processing in Kindergarteners , 2014, Quarterly journal of experimental psychology.
[11] Daniel Ansari,et al. Mapping numerical magnitudes onto symbols: the numerical distance effect and individual differences in children's mathematics achievement. , 2009, Journal of experimental child psychology.
[12] L. Feigenson,et al. Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance , 2011, PloS one.
[13] M. Trivella,et al. Measurement of Warfarin in the Oral Fluid of Patients Undergoing Anticoagulant Oral Therapy , 2011, PloS one.
[14] E. Spelke,et al. Language and Conceptual Development series Core systems of number , 2004 .
[15] Xinlin Zhou,et al. Cognitive correlates of performance in advanced mathematics. , 2012, The British journal of educational psychology.
[16] S. Gathercole,et al. Executive functions and achievements in school: Shifting, updating, inhibition, and working memory , 2006, Quarterly journal of experimental psychology.
[17] Philip M. Corsi. Human memory and the medial temporal region of the brain. , 1972 .
[18] X Seron,et al. Involvement of short-term memory in complex mental calculation , 2001, Memory & cognition.
[19] S. Dehaene,et al. THREE PARIETAL CIRCUITS FOR NUMBER PROCESSING , 2003, Cognitive neuropsychology.
[20] Elizabeth S. Spelke,et al. Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling , 2010, Cognition.
[21] Steven C. Dakin,et al. Sensitivity to numerosity is not a unique visuospatial psychophysical predictor of mathematical ability , 2013, Vision Research.
[22] J. LeFevre,et al. Pathways to mathematics: longitudinal predictors of performance. , 2010, Child development.
[23] Sian L. Beilock,et al. Numerical ordering ability mediates the relation between number-sense and arithmetic competence , 2011, Cognition.
[24] Melissa E. Libertus,et al. Preschool acuity of the approximate number system correlates with school math ability. , 2011, Developmental science.
[25] Ruth B. Ekstrom,et al. Manual for kit of factor-referenced cognitive tests , 1976 .
[26] Justin Halberda,et al. Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). , 2011, Child development.
[27] Emmy Defever,et al. Association between basic numerical abilities and mathematics achievement. , 2012, The British journal of developmental psychology.
[28] D. Dimitrov,et al. Pretest-posttest designs and measurement of change. , 2003, Work.
[29] D. Geary. Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study. , 2011, Developmental psychology.
[30] Elizabeth M Brannon,et al. Training the Approximate Number System Improves Math Proficiency , 2013, Psychological science.
[31] R H Logie,et al. Counting on working memory in arithmetic problem solving , 1994, Memory & cognition.
[32] E. Spelke,et al. Newborn infants perceive abstract numbers , 2009, Proceedings of the National Academy of Sciences.
[33] Edward A. Wasserman,et al. The Oxford handbook of comparative cognition , 2012 .
[34] S. Dehaene,et al. The Number Sense: How the Mind Creates Mathematics. , 1998 .
[35] S. Dehaene,et al. Exact and Approximate Arithmetic in an Amazonian Indigene Group , 2004, Science.
[36] Matthew Inglis,et al. Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children , 2011, Psychonomic bulletin & review.
[37] Daniel C. Hyde,et al. Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children , 2014, Cognition.
[38] A. Gevins,et al. Spatiotemporal dynamics of component processes in human working memory. , 1993, Electroencephalography and clinical neurophysiology.
[39] C. Gallistel,et al. Non-verbal numerical cognition: from reals to integers , 2000, Trends in Cognitive Sciences.
[40] Daniel Ansari,et al. A Two-Minute Paper-and-Pencil Test of Symbolic and Nonsymbolic Numerical Magnitude Processing Explains Variability in Primary School Children's Arithmetic Competence , 2013, PloS one.
[41] Bert Reynvoet,et al. Approximate number sense, symbolic number processing, or number-space mappings: what underlies mathematics achievement? , 2013, Journal of experimental child psychology.
[42] Daniel Ansari,et al. Nonsymbolic numerical magnitude comparison: reliability and validity of different task variants and outcome measures, and their relationship to arithmetic achievement in adults. , 2012, Acta psychologica.
[43] M. Barnes,et al. Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. , 2010 .
[44] David C Burr,et al. Visual sustained attention and numerosity sensitivity correlate with math achievement in children. , 2013, Journal of experimental child psychology.
[45] Stanislas Dehaene,et al. Moving along the Number Line: Operational Momentum in Nonsymbolic Arithmetic , 2006 .
[46] Charles Hulme,et al. Children’s Arithmetic Development , 2014, Psychological science.
[47] Nicole M. McNeil,et al. ANS acuity and mathematics ability in preschoolers from low-income homes: contributions of inhibitory control. , 2013, Developmental science.
[48] Justin Halberda,et al. Individual differences in non-verbal number acuity correlate with maths achievement , 2008, Nature.
[49] Silke M. Göbel,et al. Impact of High Mathematics Education on the Number Sense , 2012, PloS one.
[50] Elizabeth M Brannon,et al. The representation of numerical magnitude , 2006, Current Opinion in Neurobiology.
[51] S. Wiebe,et al. Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years , 2008, Developmental neuropsychology.
[52] Gavin R. Price,et al. Numerical predictors of arithmetic success in grades 1-6. , 2014, Developmental science.
[53] Elizabeth S Spelke,et al. Language and number: a bilingual training study , 2001, Cognition.
[54] Andrea Facoetti,et al. Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia , 2010, Cognition.
[55] Stanislas Dehaene,et al. Dynamic representations underlying symbolic and nonsymbolic calculation: Evidence from the operational momentum effect , 2009, Attention, perception & psychophysics.