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Number sense in infancy predicts mathematical abilities in childhood

Proceedings of the National Academy of Sciences - PNAS, 2013-11, Vol.110 (45), p.18116-18120

2013

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(Dis)similarities between non-symbolic and symbolic number representations: Insights from vector space models

Acta psychologica, 2024-08, Vol.248, p.104374, Article 104374

2024

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Links Between the Intuitive Sense of Number and Formal Mathematics Ability

Child development perspectives, 2013-06, Vol.7 (2), p.74-79

2013

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The General Movement Assessment Helps Us to Identify Preterm Infants at Risk for Cognitive Dysfunction

Frontiers in psychology, 2016-03, Vol.7, p.406-406

2016

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The precision of mapping between number words and the approximate number system predicts children’s formal math abilities

Journal of experimental child psychology, 2016-10, Vol.150, p.207-226

2016

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The Neural Development of an Abstract Concept of Number

Journal of cognitive neuroscience, 2009-11, Vol.21 (11), p.2217-2229

2009

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Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children

Education sciences, 2021-10, Vol.11 (10), p.594

2021

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Parent-Focused Interventions to Support Children’s Early Math Learning

Current directions in psychological science : a journal of the American Psychological Society, 2024-02, Vol.33 (1), p.3-9

Libertus, Melissa E.

2024

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Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability

Frontiers in psychology, 2020-08, Vol.11, p.2085-2085

2020

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Preschool acuity of the approximate number system correlates with school math ability

Developmental science, 2011-11, Vol.14 (6), p.1292-1300

2011

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Representations within the Intraparietal Sulcus Distinguish Numerical Tasks and Formats

Journal of cognitive neuroscience, 2023-02, Vol.35 (2), p.226-240

2023

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Editorial: Understanding Trajectories and Promoting Change From Early to Complex Skills in Typical and Atypical Development: A Cross-Population Approach

Frontiers in psychology, 2021-02, Vol.12, p.647464-647464

2021

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Identifying the Neural Bases of Math Competence Based on Structural and Functional Properties of the Human Brain

Journal of cognitive neuroscience, 2023-08, Vol.35 (8), p.1212-1228

2023

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Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics

Frontiers in psychology, 2018-11, Vol.9, p.2081-2081

2018

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Is approximate number precision a stable predictor of math ability?

Learning and individual differences, 2013-06, Vol.25, p.126-133

2013

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Intuitive sense of number correlates with math scores on college-entrance examination

Acta psychologica, 2012-11, Vol.141 (3), p.373-379

2012

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Children's Spontaneous Focus on Number Before and After Guided Parent-Child Interactions in a Children's Museum

Developmental psychology, 2018-08, Vol.54 (8), p.1492-1498

2018

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Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm

Frontiers in psychology, 2017-07, Vol.8, p.1175-1175

2017

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Understanding sources of individual variability in parents’ number talk with young children

Journal of experimental child psychology, 2017-07, Vol.159, p.1-15

2017

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When approximate number acuity predicts math performance: The moderating role of math anxiety

PloS one, 2018-05, Vol.13 (5), p.e0195696-e0195696

2018

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Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities

Journal of experimental child psychology, 2013-12, Vol.116 (4), p.829-838

2013

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Developmental Change in the Acuity of Approximate Number and Area Representations

Developmental psychology, 2013-06, Vol.49 (6), p.1103-1112

2013

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Electrophysiological evidence for notation independence in numerical processing

Behavioral and brain functions, 2007-01, Vol.3 (1), p.1-1

2007

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Exploring effects of an early math intervention: The importance of parent–child interaction

Child development, 2023-03, Vol.94 (2), p.395-410

2023

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Parental Math Input Is Not Uniformly Beneficial for Young Children: The Moderating Role of Inhibitory Control

Journal of educational psychology, 2022-07, Vol.114 (5), p.1178-1191

2022

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Number sense in infancy predicts mathematical abilities in childhood

(Dis)similarities between non-symbolic and symbolic number representations: Insights from vector space models

Links Between the Intuitive Sense of Number and Formal Mathematics Ability

The General Movement Assessment Helps Us to Identify Preterm Infants at Risk for Cognitive Dysfunction

The precision of mapping between number words and the approximate number system predicts children’s formal math abilities

The Neural Development of an Abstract Concept of Number

Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children

Parent-Focused Interventions to Support Children’s Early Math Learning

Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability

Preschool acuity of the approximate number system correlates with school math ability

Representations within the Intraparietal Sulcus Distinguish Numerical Tasks and Formats

Editorial: Understanding Trajectories and Promoting Change From Early to Complex Skills in Typical and Atypical Development: A Cross-Population Approach

Identifying the Neural Bases of Math Competence Based on Structural and Functional Properties of the Human Brain

Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics

Is approximate number precision a stable predictor of math ability?

Intuitive sense of number correlates with math scores on college-entrance examination

Children's Spontaneous Focus on Number Before and After Guided Parent-Child Interactions in a Children's Museum

Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm

Understanding sources of individual variability in parents’ number talk with young children

When approximate number acuity predicts math performance: The moderating role of math anxiety

Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities

Developmental Change in the Acuity of Approximate Number and Area Representations

Electrophysiological evidence for notation independence in numerical processing

Exploring effects of an early math intervention: The importance of parent–child interaction

Parental Math Input Is Not Uniformly Beneficial for Young Children: The Moderating Role of Inhibitory Control

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