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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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Number symbols are processed more automatically than nonsymbolic numerical magnitudes: Findings from a Symbolic-Nonsymbolic Stroop task

Acta psychologica, 2022-08, Vol.228, p.103644-103644, Article 103644

2022

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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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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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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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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 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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Mathematics anxiety affects counting but not subitizing during visual enumeration

Cognition, 2010-02, Vol.114 (2), p.293-297

2010

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Sharpening, focusing, and developing: A study of change in nonsymbolic number comparison skills and math achievement in 1st grade

Developmental science, 2022-05, Vol.25 (3), p.e13194-n/a

2022

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Task Features Change the Relation Between Math Anxiety and Number Line Estimation Performance With Rational Numbers: Two Large-Scale Online Studies

Journal of experimental psychology. General, 2023-07, Vol.152 (7), p.2094-2117

2023

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Children's attention to numerical quantities relates to verbal number knowledge: An introduction to the Build‐A‐Train task

Developmental science, 2022-05, Vol.25 (3), p.e13211-n/a

2022

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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

Number symbols are processed more automatically than nonsymbolic numerical magnitudes: Findings from a Symbolic-Nonsymbolic Stroop task

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

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?

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

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 effect of mathematics anxiety on the processing of numerical magnitude

Mathematics anxiety affects counting but not subitizing during visual enumeration

Sharpening, focusing, and developing: A study of change in nonsymbolic number comparison skills and math achievement in 1st grade

Task Features Change the Relation Between Math Anxiety and Number Line Estimation Performance With Rational Numbers: Two Large-Scale Online Studies

Children's attention to numerical quantities relates to verbal number knowledge: An introduction to the Build‐A‐Train task

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