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Research Reports

 
Issue Title
 
Vol 4, No 2 (2018) Cognitive Predictors of Counting Skills Abstract   PDF   HTML
Tuire Koponen, Kenneth Eklund, Paula Salmi
 
Vol 4, No 2 (2018) A New Method for Calculating Individual Subitizing Ranges Abstract   PDF   HTML
Tali Leibovich-Raveh, Daniel Jacob Lewis, Saja Al-Rubaiey Kadhim, Daniel Ansari
 
Vol 4, No 2 (2018) Parallel Individuation Supports Numerical Comparisons in Preschoolers Abstract   PDF   HTML
Pierina Cheung, Mathieu Le Corre
 
Vol 3, No 3 (2017) Norms and Validation of the Online and Paper-and-Pencil Versions of the Abbreviated Math Anxiety Scale (AMAS) For Polish Adolescents and Adults Abstract   PDF   HTML
Krzysztof Cipora, Klaus Willmes, Adrianna Szwarc, Hans-Christoph Nuerk
 
Vol 3, No 3 (2017) The Differential Relationship Between Finger Gnosis, and Addition and Subtraction: An fMRI Study Abstract   PDF   HTML
Firat Soylu, David Raymond, Arianna Gutierrez, Sharlene D. Newman
 
Vol 3, No 3 (2017) Exploring the Influence of Basic Cognitive Skills on the Relation Between Math Performance and Math Anxiety Abstract   PDF   HTML
Heather P. Douglas, Jo-Anne LeFevre
 
Vol 3, No 3 (2017) Narrowing the Early Mathematics Gap: A Play-Based Intervention to Promote Low-Income Preschoolers’ Number Skills Abstract   PDF   HTML
Nicole R. Scalise, Emily N. Daubert, Geetha B. Ramani
 
Vol 3, No 3 (2017) Age-Related Changes in Children’s Strategies for Solving Two-Digit Addition Problems Abstract   PDF   HTML
Patrick Lemaire, Fleur Brun
 
Vol 3, No 3 (2017) Impairment of Arabic- and Spoken-Number Processing in Children With Mathematical Learning Disability Abstract   PDF   HTML
Anne Lafay, Joël Macoir, Marie-Catherine St-Pierre
 
Vol 3, No 3 (2017) Reactive and Proactive Control in Arithmetical Strategy Selection Abstract   PDF   HTML
Kerensa tiberghien, Wim Notebaert, Bert De Smedt, Wim Fias
 
Vol 3, No 3 (2017) A One-Year Classroom-Randomized Trial of Mental Abacus Instruction for First- and Second-Grade Students Abstract   PDF   HTML
David Barner, Angeliki Athanasopoulou, Junyi Chu, Molly Lewis, Elisabeth Marchand, Rose Schneider, Michael Frank
 
Vol 3, No 1 (2017) A Drift Diffusion Model Account of the Semantic Congruity Effect in a Classification Paradigm Abstract   PDF   HTML
Angelo Pirrone, James A. R. Marshall, Tom Stafford
 
Vol 3, No 1 (2017) Visual Comparison of Two Data Sets: Do People Use the Means and the Variability? Abstract   PDF   HTML
Robin S. S. Kramer, Caitlin G. R. Telfer, Alice Towler
 
Vol 3, No 1 (2017) Encoding of Numerical Information in Memory: Magnitude or Nominal? Abstract   PDF   HTML
Kimmo Eriksson, Marcus Lindskog
 
Vol 3, No 1 (2017) Conceptual Correlates of Counting: Children’s Spontaneous Matching and Tracking of Large Sets Reflects Their Knowledge of the Cardinal Principle Abstract   PDF   HTML
Anna Shusterman, Pierina Cheung, Jessica Taggart, Ilona Bass, Talia Berkowitz, Julia A. Leonard, Ariel Schwartz
 
Vol 3, No 1 (2017) Creating a Context for Learning: Activating Children’s Whole Number Knowledge Prepares Them to Understand Fraction Division Abstract   PDF   HTML
Pooja Gupta Sidney, Martha Wagner Alibali
 
Vol 2, No 3 (2017) The Cognitive Estimation Task Is Nonunitary: Evidence for Multiple Magnitude Representation Mechanisms Among Normative and ADHD College Students Abstract   PDF   HTML
Sarit Ashkenazi, Yulia Tsyganov
 
Vol 2, No 3 (2017) Do We Have a Sense for Irrational Numbers? Abstract   PDF   HTML
Andreas Obersteiner, Veronika Hofreiter
 
Vol 2, No 3 (2017) Encoding “10ness” Improves First-Graders’ Estimation of Numerical Magnitudes Abstract   PDF   HTML
Yu Zhang, Yukari Okamoto
 
Vol 2, No 3 (2017) Estimation of Importance: Relative Contributions of Symbolic and Non-Symbolic Number Systems to Exact and Approximate Calculation Abstract   PDF   HTML
Rylan J. Waring, Marcie Penner-Wilger
 
Vol 2, No 2 (2016) The Obligatory Activation of Practiced Complex Multiplication Facts and What it Tells Us About Models of Arithmetic Processing Abstract   PDF   HTML
Loel Tronsky
 
Vol 2, No 2 (2016) The Relationship Between Problem Size and Fixation Patterns During Addition, Subtraction, Multiplication, and Division Abstract   PDF   HTML
Evan T. Curtis, Matthew G. Huebner, Jo-Anne LeFevre
 
Vol 2, No 2 (2016) Uncanny Sums and Products May Prompt “Wise Choices”: Semantic Misalignment and Numerical Judgments Abstract   PDF   HTML
Ethan C. Brown, Michèle M. M. Mazzocco, Luke F. Rinne, Noah S. Scanlon
 
Vol 2, No 2 (2016) Intensive Math Training Does not Affect Approximate Number Acuity: Evidence From a Three-Year Longitudinal Curriculum Intervention Abstract   PDF   HTML
Jessica Sullivan, Michael C. Frank, David Barner
 
Vol 2, No 2 (2016) Relational Quantitative Reasoning in Kindergarten Predicts Mathematical Achievement in Third Grade Abstract   PDF   HTML
Lennart Schalk, Henrik Saalbach, Roland H. Grabner, Elsbeth Stern
 
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