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French preschool and primary teachers' attitude towards finger counting

Acta psychologica, 2023-11, Vol.241, p.104079-104079, Article 104079

2023

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A commentary on “Not toeing the number line for simple arithmetic: Two large-n conceptual replications of Mathieu et al. (Cognition, 2016, Experiment 1)”

Journal of numerical cognition, 2021-11, Vol.7 (3), p.473-475

2021

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The Evolution of Finger Counting between Kindergarten and Grade 2

Children (Basel), 2022-01, Vol.9 (2), p.132

2022

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Reading numbers is harder than reading words: An eye-tracking study

Acta psychologica, 2023-07, Vol.237, p.103942-103942, Article 103942

2023

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Strategies in subtraction problem solving in children

Journal of experimental child psychology, 2008-04, Vol.99 (4), p.233-251

2008

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Neural evidence for procedural automatization during cognitive development: Intraparietal response to changes in very-small addition problem-size increases with age

Developmental cognitive neuroscience, 2023-12, Vol.64, p.101310, Article 101310

2023

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Do children need counting principle knowledge to count on their fingers?

Journal of experimental child psychology, 2024-09, Vol.249, p.106073, Article 106073

2024

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The use of fingers in addition: A longitudinal study in children from preschool to kindergarten

Cognitive development, 2024-04, Vol.70, p.101431, Article 101431

2024

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Hippocampal spatial mechanisms relate to the development of arithmetic symbol processing in children

Developmental cognitive neuroscience, 2018-04, Vol.30, p.324-332

2018

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Are small additions solved by direct retrieval from memory or automated counting procedures? A rejoinder to Chen and Campbell (2018)

Psychonomic bulletin & review, 2020-12, Vol.27 (6), p.1416-1418

2020

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The “How many?” task inadequately assesses the understanding of the cardinality principle

Cognitive development, 2024-10, Vol.72, Article 101500

2024

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On the problem-size effect in small additions: Can we really discard any counting-based account?

Cognition, 2013-07, Vol.128 (1), p.35-44

2013

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Raw eye tracking data of healthy adults reading aloud words, pseudowords and numerals

Data in brief, 2023-08, Vol.49, p.109360-109360, Article 109360

2023

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Spatial-Numerical Associations Enhance the Short-Term Memorization of Digit Locations

Frontiers in psychology, 2018-05, Vol.9, p.636-636

2018

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Reply to Pitt et al.: Evidence from bees is consistent with a biological origin of a left-to-right mental number line

Proceedings of the National Academy of Sciences - PNAS, 2023-07, Vol.120 (28), p.e2306470120-e2306470120

2023

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An insect brain organizes numbers on a left-to-right mental number line

Proceedings of the National Academy of Sciences - PNAS, 2022-11, Vol.119 (44), p.e2203584119-e2203584119

2022

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Fast automated counting procedures in addition problem solving: When are they used and why are they mistaken for retrieval?

Cognition, 2016-01, Vol.146, p.289-303

2016

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Arithmetic word problem solving: Evidence for the construction of a mental model

Acta psychologica, 2010, Vol.133 (1), p.90-95

Thevenot, Catherine

2010

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Differences in event-related potential (ERP) responses to small tie, non-tie and 1-problems in addition and multiplication

Neuropsychologia, 2021-03, Vol.153, p.107771-107771, Article 107771

2021

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The use of procedural knowledge in simple addition and subtraction problems

Cognition, 2012-06, Vol.123 (3), p.392-403

2012

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High working memory capacity favours the use of finger counting in six-year-old children

Journal of cognitive psychology (Hove, England), 2018-01, Vol.30 (1), p.35-42

2018

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Developmental changes in size effects for simple tie and non-tie addition problems in 6- to 12-year-old children and adults

Journal of experimental child psychology, 2021-01, Vol.201, p.104987-104987, Article 104987

2021

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Finger counting training enhances addition performance in kindergarteners

Child development, 2024-09

2024

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Ten-year-old children strategies in mental addition: A counting model account

Cognition, 2016-01, Vol.146, p.48-57

2016

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Running the number line: Rapid shifts of attention in single-digit arithmetic

Cognition, 2016-01, Vol.146, p.229-239

2016

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French preschool and primary teachers' attitude towards finger counting

A commentary on “Not toeing the number line for simple arithmetic: Two large-n conceptual replications of Mathieu et al. (Cognition, 2016, Experiment 1)”

The Evolution of Finger Counting between Kindergarten and Grade 2

Reading numbers is harder than reading words: An eye-tracking study

Strategies in subtraction problem solving in children

Neural evidence for procedural automatization during cognitive development: Intraparietal response to changes in very-small addition problem-size increases with age

Do children need counting principle knowledge to count on their fingers?

The use of fingers in addition: A longitudinal study in children from preschool to kindergarten

Hippocampal spatial mechanisms relate to the development of arithmetic symbol processing in children

Are small additions solved by direct retrieval from memory or automated counting procedures? A rejoinder to Chen and Campbell (2018)

The “How many?” task inadequately assesses the understanding of the cardinality principle

On the problem-size effect in small additions: Can we really discard any counting-based account?

Raw eye tracking data of healthy adults reading aloud words, pseudowords and numerals

Spatial-Numerical Associations Enhance the Short-Term Memorization of Digit Locations

Reply to Pitt et al.: Evidence from bees is consistent with a biological origin of a left-to-right mental number line

An insect brain organizes numbers on a left-to-right mental number line

Fast automated counting procedures in addition problem solving: When are they used and why are they mistaken for retrieval?

Arithmetic word problem solving: Evidence for the construction of a mental model

Differences in event-related potential (ERP) responses to small tie, non-tie and 1-problems in addition and multiplication

The use of procedural knowledge in simple addition and subtraction problems

High working memory capacity favours the use of finger counting in six-year-old children

Developmental changes in size effects for simple tie and non-tie addition problems in 6- to 12-year-old children and adults

Finger counting training enhances addition performance in kindergarteners

Ten-year-old children strategies in mental addition: A counting model account

Running the number line: Rapid shifts of attention in single-digit arithmetic

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