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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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Culture and education: new frontiers in brain plasticity

Trends in cognitive sciences, 2012-02, Vol.16 (2), p.93-95

Ansari, Daniel

2012

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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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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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Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

NPJ science of learning, 2023-09, Vol.8 (1), p.40-40, Article 40

2023

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Semantic and Perceptual Processing of Number Symbols: Evidence from a Cross-linguistic fMRI Adaptation Study

Journal of cognitive neuroscience, 2013-03, Vol.25 (3), p.388-400

2013

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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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Linking Visual Attention and Number Processing in the Brain: The Role of the Temporo-parietal Junction in Small and Large Symbolic and Nonsymbolic Number Comparison

Journal of cognitive neuroscience, 2007-11, Vol.19 (11), p.1845-1853

2007

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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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Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior

Current opinion in behavioral sciences, 2016-08, Vol.10, p.14-20

2016

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Age-related Changes in the Activation of the Intraparietal Sulcus during Nonsymbolic Magnitude Processing: An Event-related Functional Magnetic Resonance Imaging Study

Journal of cognitive neuroscience, 2006-11, Vol.18 (11), p.1820-1828

2006

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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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Effect of Language Switching on Arithmetic: A Bilingual fMRI Study

Journal of cognitive neuroscience, 2006-01, Vol.18 (1), p.64-74

2006

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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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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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Are numbers grounded in a general magnitude processing system? A functional neuroimaging meta-analysis

Neuropsychologia, 2017-10, Vol.105, p.50-69

2017

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Bridges over troubled waters: education and cognitive neuroscience

Trends in cognitive sciences, 2006-04, Vol.10 (4), p.146-151

2006

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

Culture and education: new frontiers in brain plasticity

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

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

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

Semantic and Perceptual Processing of Number Symbols: Evidence from a Cross-linguistic fMRI Adaptation Study

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

Linking Visual Attention and Number Processing in the Brain: The Role of the Temporo-parietal Junction in Small and Large Symbolic and Nonsymbolic Number Comparison

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

Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior

Age-related Changes in the Activation of the Intraparietal Sulcus during Nonsymbolic Magnitude Processing: An Event-related Functional Magnetic Resonance Imaging Study

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

Effect of Language Switching on Arithmetic: A Bilingual fMRI Study

Numerical predictors of arithmetic success in grades 1-6

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?

Are numbers grounded in a general magnitude processing system? A functional neuroimaging meta-analysis

Bridges over troubled waters: education and cognitive neuroscience

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

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