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The Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol-Symbol Associations

Frontiers in psychology, 2016-10, Vol.7, p.1581-1581

2016

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Math anxiety relates positively to metacognitive insight into mathematical decision making

Psychological research, 2022-04, Vol.86 (3), p.1001-1013

2022

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Probing the Relationship Between Home Numeracy and Children's Mathematical Skills: A Systematic Review

Frontiers in psychology, 2020-09, Vol.11, p.2074-2074

2020

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Numerals do not need numerosities: robust evidence for distinct numerical representations for symbolic and non-symbolic numbers

Psychological research, 2021-03, Vol.85 (2), p.764-776

2021

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Association between basic numerical abilities and mathematics achievement

British journal of developmental psychology, 2012-06, Vol.30 (2), p.344-357

2012

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Symbolic estrangement or symbolic integration of numerals with quantities: Methodological pitfalls and a possible solution

PloS one, 2018-07, Vol.13 (7), p.e0200808-e0200808

2018

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Adults' arithmetic builds on fast and automatic processing of arabic digits: evidence from an audiovisual matching paradigm

PloS one, 2014-02, Vol.9 (2), p.e87739-e87739

2014

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Frequency of Home Numeracy Activities Is Differentially Related to Basic Number Processing and Calculation Skills in Kindergartners

Frontiers in psychology, 2018-03, Vol.9, p.340-340

2018

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The causal role of numerical and non-numerical order processing abilities in the early development of mathematics skills: Evidence from an intervention study

Current research in behavioral sciences, 2024, Vol.6, p.100144, Article 100144

2024

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Measuring math anxiety through self-reports and physiological data

Journal of numerical cognition, 2023-11, Vol.9 (3), p.380-397

2023

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About why there is a shift from cardinal to ordinal processing in the association with arithmetic between first and second grade

Developmental science, 2018-09, Vol.21 (5), p.e12653-n/a

2018

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Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific

Journal of intelligence, 2024-01, Vol.12 (2), p.14

2024

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The Development of Symbolic and Non-Symbolic Number Line Estimations: Three Developmental Accounts Contrasted Within Cross-Sectional and Longitudinal Data

Psychologica Belgica, 2016-12, Vol.56 (4), p.382-405

2016

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Number Comparison and Number Line Estimation Rely on Different Mechanisms

Psychologica Belgica, 2013-01, Vol.53 (4), p.17-35

2013

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Making sense of the relation between number sense and math

Journal of numerical cognition, 2021-11, Vol.7 (3), p.308-327

2021

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A “sense of magnitude” requires a new alternative for learning numerical symbols

The Behavioral and brain sciences, 2017, Vol.40, p.e188-e188, Article e188

2017

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Judging the order of numbers relies on familiarity rather than activating the mental number line

Acta psychologica, 2020-03, Vol.204, p.103014-103014, Article 103014

2020

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The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes

Computers and education, 2020-01, Vol.143, p.103680, Article 103680

2020

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The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

British journal of educational technology, 2021-01, Vol.52 (1), p.112-124

2021

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Mapping between number notations in kindergarten and the role of home numeracy

Cognitive development, 2021-01, Vol.57, p.101002, Article 101002

2021

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Take it of your shoulders: Providing scaffolds leads to better performance on mathematical word problems in secondary school children with developmental coordination disorder

Research in developmental disabilities, 2020-10, Vol.105, p.103745-103745, Article 103745

2020

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The approximate number system is not predictive for symbolic number processing in kindergarteners

Quarterly journal of experimental psychology (2006), 2014-02, Vol.67 (2), p.271-280

2014

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Unpacking symbolic number comparison and its relation with arithmetic in adults

Cognition, 2017-08, Vol.165, p.26-38

2017

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Unraveling the role of math anxiety in students’ math performance

Frontiers in psychology, 2022-11, Vol.13, p.979113-979113

2022

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The power of unconscious semantic processing: The effect of semantic relatedness between prime and target on subliminal priming

Psychologica Belgica, 2012-04, Vol.52 (1), p.59-70

2012

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The Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol-Symbol Associations

Math anxiety relates positively to metacognitive insight into mathematical decision making

Probing the Relationship Between Home Numeracy and Children's Mathematical Skills: A Systematic Review

Numerals do not need numerosities: robust evidence for distinct numerical representations for symbolic and non-symbolic numbers

Association between basic numerical abilities and mathematics achievement

Symbolic estrangement or symbolic integration of numerals with quantities: Methodological pitfalls and a possible solution

Adults' arithmetic builds on fast and automatic processing of arabic digits: evidence from an audiovisual matching paradigm

Frequency of Home Numeracy Activities Is Differentially Related to Basic Number Processing and Calculation Skills in Kindergartners

The causal role of numerical and non-numerical order processing abilities in the early development of mathematics skills: Evidence from an intervention study

Measuring math anxiety through self-reports and physiological data

About why there is a shift from cardinal to ordinal processing in the association with arithmetic between first and second grade

Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific

The Development of Symbolic and Non-Symbolic Number Line Estimations: Three Developmental Accounts Contrasted Within Cross-Sectional and Longitudinal Data

Number Comparison and Number Line Estimation Rely on Different Mechanisms

Making sense of the relation between number sense and math

A “sense of magnitude” requires a new alternative for learning numerical symbols

Judging the order of numbers relies on familiarity rather than activating the mental number line

The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

Mapping between number notations in kindergarten and the role of home numeracy

Take it of your shoulders: Providing scaffolds leads to better performance on mathematical word problems in secondary school children with developmental coordination disorder

The approximate number system is not predictive for symbolic number processing in kindergarteners

Unpacking symbolic number comparison and its relation with arithmetic in adults

Unraveling the role of math anxiety in students’ math performance

The power of unconscious semantic processing: The effect of semantic relatedness between prime and target on subliminal priming

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