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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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Culture and education: new frontiers in brain plasticity

Trends in cognitive sciences, 2012-02, Vol.16 (2), p.93-95

Ansari, Daniel

2012

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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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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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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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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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Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

NPJ science of learning, 2023-09, Vol.8 (1), p.40-40, Article 40

2023

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The neural association between arithmetic and basic numerical processing depends on arithmetic problem size and not chronological age

Developmental cognitive neuroscience, 2019-06, Vol.37, p.100653-100653, Article 100653

2019

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Semantic and Perceptual Processing of Number Symbols: Evidence from a Cross-linguistic fMRI Adaptation Study

Journal of cognitive neuroscience, 2013-03, Vol.25 (3), p.388-400

2013

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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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Developmental specialization of the left parietal cortex for the semantic representation of Arabic numerals: An fMR-adaptation study

Developmental cognitive neuroscience, 2015-04, Vol.12 (C), p.61-73

2015

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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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Linking Visual Attention and Number Processing in the Brain: The Role of the Temporo-parietal Junction in Small and Large Symbolic and Nonsymbolic Number Comparison

Journal of cognitive neuroscience, 2007-11, Vol.19 (11), p.1845-1853

2007

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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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Rich-club structure contributes to individual variance of reading skills via feeder connections in children with reading disabilities

Developmental cognitive neuroscience, 2021-06, Vol.49, p.100957-100957, Article 100957

2021

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Mother-child similarity in brain morphology: A comparison of structural characteristics of the brain’s reading network

Developmental cognitive neuroscience, 2022-02, Vol.53, p.101058-101058, Article 101058

2022

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Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior

Current opinion in behavioral sciences, 2016-08, Vol.10, p.14-20

2016

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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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Age-related Changes in the Activation of the Intraparietal Sulcus during Nonsymbolic Magnitude Processing: An Event-related Functional Magnetic Resonance Imaging Study

Journal of cognitive neuroscience, 2006-11, Vol.18 (11), p.1820-1828

2006

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Numeracy and COVID-19: Examining Interrelationships between Numeracy, Health Numeracy and Behaviour

Grantee Submission, 2022-03, Vol.9 (3), p.201303-201303

2022

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

Culture and education: new frontiers in brain plasticity

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

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

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

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

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

The neural association between arithmetic and basic numerical processing depends on arithmetic problem size and not chronological age

Semantic and Perceptual Processing of Number Symbols: Evidence from a Cross-linguistic fMRI Adaptation Study

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

Developmental specialization of the left parietal cortex for the semantic representation of Arabic numerals: An fMR-adaptation study

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

Linking Visual Attention and Number Processing in the Brain: The Role of the Temporo-parietal Junction in Small and Large Symbolic and Nonsymbolic Number Comparison

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

Rich-club structure contributes to individual variance of reading skills via feeder connections in children with reading disabilities

Mother-child similarity in brain morphology: A comparison of structural characteristics of the brain’s reading network

Why numerical symbols count in the development of mathematical skills: evidence from brain and behavior

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

Age-related Changes in the Activation of the Intraparietal Sulcus during Nonsymbolic Magnitude Processing: An Event-related Functional Magnetic Resonance Imaging Study

Numeracy and COVID-19: Examining Interrelationships between Numeracy, Health Numeracy and Behaviour

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