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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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Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling

PloS one, 2016-03, Vol.11 (3), p.e0149863-e0149863

2016

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A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence

PloS one, 2013-07, Vol.8 (7), p.e67918-e67918

2013

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Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

PloS one, 2016-03, Vol.11 (3), p.e0151045-e0151045

2016

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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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In how many ways is the approximate number system associated with exact calculation?

PLoS one, 2014-11, Vol.9 (11, Art. e111155), p.13-9:11, Art. e111155<13

2014

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Genetic and environmental vulnerabilities in children with neurodevelopmental disorders

Proceedings of the National Academy of Sciences - PNAS, 2012-10, Vol.109 (Supplement 2), p.17261-17265

2012

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Knowing right from wrong in mental arithmetic judgments: calibration of confidence predicts the development of accuracy

PloS one, 2014-07, Vol.9 (7), p.e98663-e98663

2014

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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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Language, reading, and math learning profiles in an epidemiological sample of school age children

PloS one, 2013-10, Vol.8 (10), p.e77463-e77463

2013

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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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The development of the mental representations of the magnitude of fractions

PloS one, 2013-11, Vol.8 (11), p.e80016-e80016

2013

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Development of visual systems for faces and objects: further evidence for prolonged development of the face system

PloS one, 2014-06, Vol.9 (6), p.e99942-e99942

2014

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The processing of symbolic and nonsymbolic ratios in school-age children

PloS one, 2013-11, Vol.8 (11), p.e82002-e82002

2013

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Changing children's understanding of the brain: a longitudinal study of the Royal Institution Christmas Lectures as a measure of public engagement

PloS one, 2013-11, Vol.8 (11), p.e80928-e80928

2013

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Development of Mathematical Cognition: Neural Substrates and Genetic Influences

1, 2015

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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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Advances in Child Development and Behavior

Benson, Janette B

1, 2011

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Shared Neural Circuits for Visuospatial Working Memory and Arithmetic in Children and Adults

Journal of cognitive neuroscience, 2021-05, Vol.33 (6), p.1003-1019

2021

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More Similar Than Different: Gender Differences in Children's Basic Numerical Skills Are the Exception Not the Rule

Child development, 2019-01, Vol.90 (1), p.e66-e79

2019

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

Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling

A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence

Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

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

In how many ways is the approximate number system associated with exact calculation?

Genetic and environmental vulnerabilities in children with neurodevelopmental disorders

Knowing right from wrong in mental arithmetic judgments: calibration of confidence predicts the development of accuracy

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

Language, reading, and math learning profiles in an epidemiological sample of school age children

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

The development of the mental representations of the magnitude of fractions

Development of visual systems for faces and objects: further evidence for prolonged development of the face system

The processing of symbolic and nonsymbolic ratios in school-age children

Changing children's understanding of the brain: a longitudinal study of the Royal Institution Christmas Lectures as a measure of public engagement

Development of Mathematical Cognition: Neural Substrates and Genetic Influences

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

Advances in Child Development and Behavior

Shared Neural Circuits for Visuospatial Working Memory and Arithmetic in Children and Adults

More Similar Than Different: Gender Differences in Children's Basic Numerical Skills Are the Exception Not the Rule

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

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

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

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