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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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The neural roots of mathematical expertise

Proceedings of the National Academy of Sciences - PNAS, 2016-05, Vol.113 (18), p.4887-4889

Ansari, Daniel

2016

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Challenging the neurobiological link between number sense and symbolic numerical abilities

Annals of the New York Academy of Sciences, 2020-03, Vol.1464 (1), p.76-98

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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Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten

PloS one, 2014-11, Vol.9 (11), p.e112393-e112393

2014

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Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling

PloS one, 2016-03, Vol.11 (3), p.e0149863-e0149863

2016

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A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence

PloS one, 2013-07, Vol.8 (7), p.e67918-e67918

2013

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Artificial neural networks versus LASSO regression for the prediction of long-term survival after surgery for invasive IPMN of the pancreas

PloS one, 2021-03, Vol.16 (3), p.e0249206-e0249206

2021

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Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

PloS one, 2016-03, Vol.11 (3), p.e0151045-e0151045

2016

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Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16

PloS one, 2013-12, Vol.8 (12), p.e80341-e80341

2013

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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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In how many ways is the approximate number system associated with exact calculation?

PLoS one, 2014-11, Vol.9 (11, Art. e111155), p.13-9:11, Art. e111155<13

2014

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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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Genetic and environmental vulnerabilities in children with neurodevelopmental disorders

Proceedings of the National Academy of Sciences - PNAS, 2012-10, Vol.109 (Supplement 2), p.17261-17265

2012

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Knowing right from wrong in mental arithmetic judgments: calibration of confidence predicts the development of accuracy

PloS one, 2014-07, Vol.9 (7), p.e98663-e98663

2014

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Preschoolers' dot enumeration abilities are markers of their arithmetic competence

PloS one, 2014-04, Vol.9 (4), p.e94428-e94428

2014

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Common neural substrates for ordinal representation in short-term memory, numerical and alphabetical cognition

PloS one, 2014-03, Vol.9 (3), p.e92049-e92049

2014

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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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Language, reading, and math learning profiles in an epidemiological sample of school age children

PloS one, 2013-10, Vol.8 (10), p.e77463-e77463

2013

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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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Investigating the visual number form area: a replication study

Royal Society open science, 2019-10, Vol.6 (10), p.182067-182067

2019

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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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Neuroscientists' classroom visits positively impact student attitudes

PloS one, 2013-12, Vol.8 (12), p.e84035-e84035

2013

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

The neural roots of mathematical expertise

Challenging the neurobiological link between number sense and symbolic numerical abilities

Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement

Closing the achievement gap through modification of neurocognitive and neuroendocrine function: results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten

Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling

A two-minute paper-and-pencil test of symbolic and nonsymbolic numerical magnitude processing explains variability in primary school children's arithmetic competence

Artificial neural networks versus LASSO regression for the prediction of long-term survival after surgery for invasive IPMN of the pancreas

Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading

Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16

Domain-specific and domain-general changes in children's development of number comparison

In how many ways is the approximate number system associated with exact calculation?

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

Genetic and environmental vulnerabilities in children with neurodevelopmental disorders

Knowing right from wrong in mental arithmetic judgments: calibration of confidence predicts the development of accuracy

Preschoolers' dot enumeration abilities are markers of their arithmetic competence

Common neural substrates for ordinal representation in short-term memory, numerical and alphabetical cognition

Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia

Language, reading, and math learning profiles in an epidemiological sample of school age children

Beyond magnitude: Judging ordinality of symbolic number is unrelated to magnitude comparison and independently relates to individual differences in arithmetic

Investigating the visual number form area: a replication study

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

Neuroscientists' classroom visits positively impact student attitudes

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

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