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What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior

Psychonomic bulletin & review, 2020-06, Vol.27 (3), p.465-482

2020

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Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement

Journal of experimental child psychology, 2009-05, Vol.103 (1), p.17-29

2009

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Domain-specific and domain-general changes in children's development of number comparison

Developmental science, 2008-09, Vol.11 (5), p.644-649

2008

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Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia

Developmental science, 2016-09, Vol.19 (5), p.817-833

2016

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Beyond magnitude: Judging ordinality of symbolic number is unrelated to magnitude comparison and independently relates to individual differences in arithmetic

Cognition, 2016-05, Vol.150, p.68-76

2016

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The Symbol-Grounding Problem in Numerical Cognition: A Review of Theory, Evidence, and Outstanding Questions

Canadian journal of experimental psychology, 2016-03, Vol.70 (1), p.12-23

2016

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A million is more than a thousand: Children's acquisition of very large number words

Developmental science, 2023-01, Vol.26 (1), p.e13246-n/a

2023

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Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach

Cognitive psychology, 2019-03, Vol.109, p.68-90

2019

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Registered Reports: introducing a new article format in Developmental Science

Developmental science, 2018-01, Vol.21 (1), p.n/a

2018

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Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals

Cognition, 2011, Vol.118 (1), p.35-47

2011

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Numerical predictors of arithmetic success in grades 1-6

Developmental science, 2014-09, Vol.17 (5), p.714-726

2014

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What basic number processing measures in kindergarten explain unique variability in first-grade arithmetic proficiency?

Journal of experimental child psychology, 2014-01, Vol.117, p.12-28

2014

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Differences between literates and illiterates on symbolic but not nonsymbolic numerical magnitude processing

Psychonomic bulletin & review, 2012-02, Vol.19 (1), p.93-100

2012

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How is phonological processing related to individual differences in children's arithmetic skills?

Developmental science, 2010-05, Vol.13 (3), p.508-520

2010

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Symbolic Estrangement: Evidence against a Strong Association between Numerical Symbols and the Quantities They Represent

Journal of experimental psychology. General, 2012-11, Vol.141 (4), p.635-641

2012

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Rethinking the Implications of Numerical Ratio Effects for Understanding the Development of Representational Precision and Numerical Processing Across Formats

Journal of experimental psychology. General, 2015-10, Vol.144 (5), p.1021-1035

2015

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Extending ideas of numerical order beyond the count-list from kindergarten to first grade

Cognition, 2022-06, Vol.223, p.105019-105019, Article 105019

2022

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Do infants have a sense of numerosity? A p‐curve analysis of infant numerosity discrimination studies

Developmental science, 2020-03, Vol.23 (2), p.e12897-n/a

2020

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Differential processing of symbolic numerical magnitude and order in first-grade children

Journal of experimental child psychology, 2015-01, Vol.129, p.26-39

2015

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Strong causal claims require strong evidence: A commentary on Wang and colleagues

Journal of experimental child psychology, 2017-01, Vol.153, p.163-167

2017

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Introduction to the Special Issue: Toward a Developmental Cognitive Neuroscience of Numerical and Mathematical Cognition

Developmental neuropsychology, 2011-08, Vol.36 (6), p.645-650

Ansari, Daniel

2011

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Ordinal processing differences between children with persistent dyscalculia and typically performing children

Canadian journal of experimental psychology, 2024-08

2024

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Investigating the Relationships Between Temporal and Spatial Ratio Estimation and Magnitude Discrimination Using Structural Equation Modeling: Evidence for a Common Ratio Processing System

Journal of experimental psychology. Human perception and performance, 2023-01, Vol.49 (1), p.108-128

2023

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The relation between subitizable symbolic and non‐symbolic number processing over the kindergarten school year

Developmental science, 2020-03, Vol.23 (2), p.e12884-n/a

2020

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The effect of mathematics anxiety on the processing of numerical magnitude

Quarterly journal of experimental psychology (2006), 2011-01, Vol.64 (1), p.10-16

2011

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What explains the relationship between spatial and mathematical skills? A review of evidence from brain and behavior

Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement

Domain-specific and domain-general changes in children's development of number comparison

Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia

Beyond magnitude: Judging ordinality of symbolic number is unrelated to magnitude comparison and independently relates to individual differences in arithmetic

The Symbol-Grounding Problem in Numerical Cognition: A Review of Theory, Evidence, and Outstanding Questions

A million is more than a thousand: Children's acquisition of very large number words

Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach

Registered Reports: introducing a new article format in Developmental Science

Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals

Numerical predictors of arithmetic success in grades 1-6

What basic number processing measures in kindergarten explain unique variability in first-grade arithmetic proficiency?

Differences between literates and illiterates on symbolic but not nonsymbolic numerical magnitude processing

How is phonological processing related to individual differences in children's arithmetic skills?

Symbolic Estrangement: Evidence against a Strong Association between Numerical Symbols and the Quantities They Represent

Rethinking the Implications of Numerical Ratio Effects for Understanding the Development of Representational Precision and Numerical Processing Across Formats

Extending ideas of numerical order beyond the count-list from kindergarten to first grade

Do infants have a sense of numerosity? A p‐curve analysis of infant numerosity discrimination studies

Differential processing of symbolic numerical magnitude and order in first-grade children

Strong causal claims require strong evidence: A commentary on Wang and colleagues

Introduction to the Special Issue: Toward a Developmental Cognitive Neuroscience of Numerical and Mathematical Cognition

Ordinal processing differences between children with persistent dyscalculia and typically performing children

Investigating the Relationships Between Temporal and Spatial Ratio Estimation and Magnitude Discrimination Using Structural Equation Modeling: Evidence for a Common Ratio Processing System

The relation between subitizable symbolic and non‐symbolic number processing over the kindergarten school year

The effect of mathematics anxiety on the processing of numerical magnitude

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