Source: Developmental science [Dev Sci] 2023 May; Vol. 26 (3), pp. e13322. Date of Electronic Publication: 2022 Sep 27.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 9814574 Publication Model: Print-Electronic Cited Medium:

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Academic Journal

No intrinsic number bias: Evaluating the role of perceptual discriminability in magnitude categorization.

Authors : Aulet LS; Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania, USA.; Lourenco SF

Subjects: Mathematics*; Child ; Adult

Source: Developmental science [Dev Sci] 2023 Mar; Vol. 26 (2), pp. e13305. Date of Electronic Publication: 2022 Aug 04.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 9814574 Publication Model: Print-Electronic Cited Medium:

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The growth rates of dot enumeration ability predict mathematics achievements: A 5-year longitudinal study.

Authors : Liu Y; Department of Psychology, The Education University of Hong Kong, Hong Kong.; Wong TT

Subjects: Academic Success* ; Aptitude*/Aptitude*/Aptitude*/physiology ; Child Development*/Child Development*/Child Development*/physiology

Source: The British journal of educational psychology [Br J Educ Psychol] 2020 Sep; Vol. 90 (3), pp. 604-617. Date of Electronic Publication: 2019 Sep 12.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 0370636 Publication Model: Print-Electronic Cited Medium:

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Academic Journal

Left posterior prefrontal regions support domain-general executive processes needed for both reading and math.

Authors : Wang K; School of Psychology, South China Normal University, Guangzhou, Guangdong, China.; Institute of Cognitive Science, University of Colorado Boulder, Boulder, Colorado, USA.

Subjects: Mathematics* ; Reading*; Executive Function/Executive Function/Executive Function/*physiology

Source: Journal of neuropsychology [J Neuropsychol] 2020 Sep; Vol. 14 (3), pp. 467-495. Date of Electronic Publication: 2020 Feb 08.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 101468753 Publication Model: Print-Electronic Cited

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Partial knowledge in the development of number word understanding.

Authors : O'Rear CD; University of Notre Dame, Notre Dame, IN, USA.; McNeil NM

Subjects: Cognition* ; Knowledge* ; Mathematics*

Source: Developmental science [Dev Sci] 2020 Sep; Vol. 23 (5), pp. e12944. Date of Electronic Publication: 2020 Apr 03.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 9814574 Publication Model: Print-Electronic Cited Medium:

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'MusiMath' and 'Academic Music' - Two music-based intervention programs for fractions learning in fourth grade students.

Authors : Azaryahu L; School of Education, Bar-Ilan University, Ramat Gan, Israel.; Courey SJ

Subjects: Achievement* ; Mathematics*/Mathematics*/Mathematics*/education ; Music*

Source: Developmental science [Dev Sci] 2020 Jul; Vol. 23 (4), pp. e12882. Date of Electronic Publication: 2019 Jul 23.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 9814574 Publication Model: Print-Electronic Cited Medium:

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First demonstration of effective spatial training for near transfer to spatial performance and far transfer to a range of mathematics skills at 8 years.

Authors : Gilligan KA; School of Psychology, University of Surrey, Guilford, UK.; Department of Psychology and Human Development, UCL Institute of Education, University College London, London, UK.

Subjects: Mathematics*/Mathematics*/Mathematics*/education ; Problem Solving* ; Space Perception*

Source: Developmental science [Dev Sci] 2020 Jul; Vol. 23 (4), pp. e12909. Date of Electronic Publication: 2019 Nov 06.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 9814574 Publication Model: Print-Electronic Cited Medium:

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Improved set-size labeling mediates the effect of a counting intervention on children's understanding of cardinality.

Authors : O'Rear CD; Department of Psychology, University of Notre Dame, Notre Dame, Indiana.; McNeil NM

Subjects: Child Development* ; Mathematics*; Child

Source: Developmental science [Dev Sci] 2019 Nov; Vol. 22 (6), pp. e12819. Date of Electronic Publication: 2019 Apr 30.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 9814574 Publication Model: Print-Electronic Cited Medium:

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Performance assessment to investigate the domain specificity of instructional skills among pre-service and in-service teachers of mathematics and economics.

Authors : Jeschke C; Leibniz Institute for Science and Mathematics Education, Kiel, Germany.; Kuhn C

Subjects: Economics* ; Mathematics*/Mathematics*/Mathematics*/education ; Professional Competence*

Source: The British journal of educational psychology [Br J Educ Psychol] 2019 Sep; Vol. 89 (3), pp. 538-550. Date of Electronic Publication: 2019 Apr 16.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 0370636 Publication Model: Print-Electronic Cited Medium:

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The relation between subitizable symbolic and non-symbolic number processing over the kindergarten school year.

Authors : Hutchison JE; Department of Psychology, Georgetown University, Washington, DC, USA.; Ansari D

Subjects: Mathematics*; Cognition/Cognition/Cognition/*physiology; Adult

Source: Developmental science [Dev Sci] 2020 Mar; Vol. 23 (2), pp. e12884. Date of Electronic Publication: 2019 Jul 26.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 9814574 Publication Model: Print-Electronic Cited Medium:

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