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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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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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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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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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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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Contributions of functional Magnetic Resonance Imaging (fMRI) to the study of numerical cognition

Journal of numerical cognition, 2018-12, Vol.4 (3), p.505-525

2018

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Connecting Education and Cognitive Neuroscience: Where will the journey take us?

Educational philosophy and theory, 2011-02, Vol.43 (1), p.37-42

2011

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How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy

Mind, brain and education, 2019-08, Vol.13 (3), p.143-156

2019

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Symbols Are Special: An fMRI Adaptation Study of Symbolic, Nonsymbolic, and Non-Numerical Magnitude Processing in the Human Brain

Cerebral cortex communications, 2021-07, Vol.2 (3), p.tgab048-tgab048

2021

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Surgical resection of pancreatic cancer with synchronous hepatic oligometastases: Real benefit or selection bias?

Scandinavian journal of surgery, 2022-06, Vol.111 (2), p.145749692210965

2022

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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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A new method for calculating individual subitizing ranges

Journal of numerical cognition, 2018-09, Vol.4 (2), p.429-447

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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Advances in Child Development and Behavior

Benson, Janette B

1, 2011

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Neurocognitive approaches to developmental disorders of numerical and mathematical cognition: The perils of neglecting the role of development

Learning and individual differences, 2010-04, Vol.20 (2), p.123-129

Ansari, Daniel

2010

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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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Shared Neural Circuits for Visuospatial Working Memory and Arithmetic in Children and Adults

Journal of cognitive neuroscience, 2021-05, Vol.33 (6), p.1003-1019

2021

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More Similar Than Different: Gender Differences in Children's Basic Numerical Skills Are the Exception Not the Rule

Child development, 2019-01, Vol.90 (1), p.e66-e79

2019

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

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

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

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

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

Contributions of functional Magnetic Resonance Imaging (fMRI) to the study of numerical cognition

Connecting Education and Cognitive Neuroscience: Where will the journey take us?

How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy

Symbols Are Special: An fMRI Adaptation Study of Symbolic, Nonsymbolic, and Non-Numerical Magnitude Processing in the Human Brain

Surgical resection of pancreatic cancer with synchronous hepatic oligometastases: Real benefit or selection bias?

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

A new method for calculating individual subitizing ranges

Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals

Advances in Child Development and Behavior

Neurocognitive approaches to developmental disorders of numerical and mathematical cognition: The perils of neglecting the role of development

Numerical predictors of arithmetic success in grades 1-6

Shared Neural Circuits for Visuospatial Working Memory and Arithmetic in Children and Adults

More Similar Than Different: Gender Differences in Children's Basic Numerical Skills Are the Exception Not the Rule

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?

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