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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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Using Developmental Trajectories to Understand Developmental Disorders

Journal of speech, language, and hearing research, 2009-04, Vol.52 (2), p.336

2009

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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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Cracking the Code of Place Value: The Relationship Between Place and Value Takes Years to Master

Developmental psychology, 2021-02, Vol.57 (2), p.227-240

2021

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Connecting Education and Cognitive Neuroscience: Where will the journey take us?

Educational philosophy and theory, 2011-02, Vol.43 (1), p.37-42

2011

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How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy

Mind, brain and education, 2019-08, Vol.13 (3), p.143-156

2019

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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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Neurocognitive approaches to developmental disorders of numerical and mathematical cognition: The perils of neglecting the role of development

Learning and individual differences, 2010-04, Vol.20 (2), p.123-129

Ansari, Daniel

2010

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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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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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Annual Research Review: Educational neuroscience: progress and prospects

Journal of child psychology and psychiatry, 2019-04, Vol.60 (4), p.477-492

2019

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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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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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Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test

Learning and instruction, 2019-02, Vol.59, p.21-33

2019

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Symbolic Number Skills Predict Growth in Nonsymbolic Number Skills in Kindergarteners

Developmental psychology, 2018-03, Vol.54 (3), p.440-457

2018

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Nonsymbolic numerical magnitude comparison: Reliability and validity of different task variants and outcome measures, and their relationship to arithmetic achievement in adults

Acta psychologica, 2012-05, Vol.140 (1), p.50-57

2012

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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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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

Using Developmental Trajectories to Understand Developmental Disorders

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

Cracking the Code of Place Value: The Relationship Between Place and Value Takes Years to Master

Connecting Education and Cognitive Neuroscience: Where will the journey take us?

How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy

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

Neurocognitive approaches to developmental disorders of numerical and mathematical cognition: The perils of neglecting the role of development

Numerical predictors of arithmetic success in grades 1-6

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

Annual Research Review: Educational neuroscience: progress and prospects

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

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?

Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test

Symbolic Number Skills Predict Growth in Nonsymbolic Number Skills in Kindergarteners

Nonsymbolic numerical magnitude comparison: Reliability and validity of different task variants and outcome measures, and their relationship to arithmetic achievement in adults

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

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