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The contribution of general cognitive abilities and number abilities to different aspects of mathematics in children

Journal of experimental child psychology, 2013-10, Vol.116 (2), p.139-156

Träff, Ulf

2013

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Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities

Journal of experimental child psychology, 2016-03, Vol.143, p.85-101

2016

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Kindergarten Domain-Specific and Domain-General Cognitive Precursors of Hierarchical Mathematical Development: A Longitudinal Study

Journal of educational psychology, 2020-01, Vol.112 (1), p.93-109

2020

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Examining the Triple Code Model in numerical cognition: An fMRI study

PloS one, 2018-06, Vol.13 (6), p.e0199247-e0199247

2018

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Neurodevelopmental differences in task-evoked number network connectivity: Comparing symbolic and nonsymbolic number discrimination in children and adults

Developmental cognitive neuroscience, 2022-12, Vol.58, p.101159-101159, Article 101159

2022

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Magnitude Processing in the Brain: An fMRI Study of Time, Space, and Numerosity as a Shared Cortical System

Frontiers in human neuroscience, 2016-10, Vol.10 (500), p.500-500

2016

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Mathematics anxiety and number processing: The link between executive functions, cardinality, and ordinality

Quarterly journal of experimental psychology (2006), 2024-02, p.17470218241234041-17470218241234041

2024

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How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing

PloS one, 2019-01, Vol.14 (1), p.e0211283-e0211283

2019

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Neurodevelopmental differences in child and adult number processing: An fMRI-based validation of the triple code model

Developmental cognitive neuroscience, 2021-04, Vol.48, p.100933-100933, Article 100933

2021

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Connectome-based predictive modeling indicates dissociable neurocognitive mechanisms for numerical order and magnitude processing in children

Neuropsychologia, 2023-06, Vol.184, p.108563-108563, Article 108563

2023

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Early number knowledge and cognitive ability affect early arithmetic ability

Journal of experimental child psychology, 2013-07, Vol.115 (3), p.405-421

2013

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Development of Cognitive Functions and Academic Skills in 9- to 10-year-old Children with Borderline Intellectual Functioning

Developmental neuropsychology, 2021, Vol.46 (1), p.54-69

2021

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Cognitive mechanisms underlying third graders’ arithmetic skills: Expanding the pathways to mathematics model

Journal of experimental child psychology, 2018-03, Vol.167, p.369-387

2018

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Development of early domain-specific and domain-general cognitive precursors of high and low math achievers in grade 6

Child neuropsychology, 2020-11, Vol.26 (8), p.1065-1090

2020

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Playing number board games supports 5-year-old children’s early mathematical development

The Journal of mathematical behavior, 2016-09, Vol.43, p.134-147

2016

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Memorization versus conceptual practice with number combinations: their effects on second graders with different types of mathematical learning difficulties

Scandinavian journal of educational research, 2024-09, Vol.68 (6), p.1155-1170

2024

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Developmental dyscalculia: A deficit in the approximate number system or an access deficit?

Cognitive development, 2016-07, Vol.39, p.154-167

2016

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Number Magnitude Processing and Verbal Working Memory in Children with Mild Intellectual Disabilities

Developmental neuropsychology, 2020-04, Vol.45 (3), p.139-153

2020

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Logical Reasoning, Spatial Processing, and Verbal Working Memory: Longitudinal Predictors of Physics Achievement at Age 12-13 Years

Frontiers in psychology, 2019, Vol.10, p.1929-1929

2019

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App-based mathematical intervention for youth with intellectual disabilities: a randomised controlled trial

Scandinavian journal of educational research, 2024-06, Vol.68 (4), p.689-701

2024

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Disentangling Mathematics from Executive Functions by Investigating Unique Functional Connectivity Patterns Predictive of Mathematics Ability

Journal of cognitive neuroscience, 2019-04, Vol.31 (4), p.560-573

2019

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Development of magnitude processing in children with developmental dyscalculia: space, time, and number

Frontiers in psychology, 2014, Vol.5, p.675-675

2014

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Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles

Frontiers in psychology, 2017-01, Vol.7, p.2000-2000

2017

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Pathways to arithmetic fact retrieval and percentage calculation in adolescents

British journal of educational psychology, 2017-12, Vol.87 (4), p.647-663

2017

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Mathematical skills in children with dyslexia

Learning and individual differences, 2015-05, Vol.40, p.108-114

2015

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The contribution of general cognitive abilities and number abilities to different aspects of mathematics in children

Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities

Kindergarten Domain-Specific and Domain-General Cognitive Precursors of Hierarchical Mathematical Development: A Longitudinal Study

Examining the Triple Code Model in numerical cognition: An fMRI study

Neurodevelopmental differences in task-evoked number network connectivity: Comparing symbolic and nonsymbolic number discrimination in children and adults

Magnitude Processing in the Brain: An fMRI Study of Time, Space, and Numerosity as a Shared Cortical System

Mathematics anxiety and number processing: The link between executive functions, cardinality, and ordinality

How does mathematics anxiety impair mathematical abilities? Investigating the link between math anxiety, working memory, and number processing

Neurodevelopmental differences in child and adult number processing: An fMRI-based validation of the triple code model

Connectome-based predictive modeling indicates dissociable neurocognitive mechanisms for numerical order and magnitude processing in children

Early number knowledge and cognitive ability affect early arithmetic ability

Development of Cognitive Functions and Academic Skills in 9- to 10-year-old Children with Borderline Intellectual Functioning

Cognitive mechanisms underlying third graders’ arithmetic skills: Expanding the pathways to mathematics model

Development of early domain-specific and domain-general cognitive precursors of high and low math achievers in grade 6

Playing number board games supports 5-year-old children’s early mathematical development

Memorization versus conceptual practice with number combinations: their effects on second graders with different types of mathematical learning difficulties

Developmental dyscalculia: A deficit in the approximate number system or an access deficit?

Number Magnitude Processing and Verbal Working Memory in Children with Mild Intellectual Disabilities

Logical Reasoning, Spatial Processing, and Verbal Working Memory: Longitudinal Predictors of Physics Achievement at Age 12-13 Years

App-based mathematical intervention for youth with intellectual disabilities: a randomised controlled trial

Disentangling Mathematics from Executive Functions by Investigating Unique Functional Connectivity Patterns Predictive of Mathematics Ability

Development of magnitude processing in children with developmental dyscalculia: space, time, and number

Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles

Pathways to arithmetic fact retrieval and percentage calculation in adolescents

Mathematical skills in children with dyslexia

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