Section Details

Special Issue

Issue Title
Vol 4, No 1 (2018) Middle School Students' and Mathematicians' Judgments of Mathematical Typicality Abstract   PDF   HTML
Candace Walkington, Jennifer Cooper, Olubukola Leonard, Caroline Williams-Pierce, Chuck Kalish
Vol 4, No 1 (2018) It’s not What You Think: Perceptions Regarding the Usefulness of Mathematics May Hinder Performance Abstract   PDF   HTML
Adriana Espinosa
Vol 4, No 1 (2018) Re-Thinking ‘Normal’ Development in the Early Learning of Number Abstract   PDF   HTML
Alf Coles, Nathalie Sinclair
Vol 4, No 1 (2018) Subtraction by Addition Strategy Use in Children of Varying Mathematical Achievement Level: A Choice/No-Choice Study Abstract   PDF   HTML
Joke Torbeyns, Greet Peters, Bert De Smedt, Pol Ghesquière, Lieven Verschaffel
Vol 4, No 1 (2018) Bridging Psychological and Educational Research on Rational Number Knowledge Abstract   PDF   HTML
Xenia Vamvakoussi, Konstantinos P. Christou, Stella Vosniadou
Vol 4, No 1 (2018) You Can Count on Your Fingers: The Role of Fingers in Early Mathematical Development Abstract   PDF   HTML
Firat Soylu, Frank K. Lester Jr., Sharlene D. Newman
Vol 4, No 1 (2018) Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving Abstract   PDF   HTML
José F. Gutiérrez, Sarah A. Brown, Martha W. Alibali
Vol 4, No 1 (2018) Time as a Measure: Elementary Students Positioning the Hands of an Analog Clock Abstract   PDF   HTML
Darrell Earnest, Alicia C. Gonzales, Anna M. Plant
Vol 4, No 1 (2018) Bridging Psychology and Mathematics Education: Reflections on Boundary Crossing Abstract   PDF   HTML
Martha W. Alibali, Eric J. Knuth
Vol 4, No 1 (2018) A Tale of Two Researchers: Commonalities, Complementarities, and Contrasts in an Examination of Mental Computation and Relational Thinking Abstract   PDF   HTML
Helena P. Osana, Jérôme Proulx
Vol 4, No 1 (2018) Natural Alternatives to Natural Number: The Case of Ratio Abstract   PDF   HTML
Percival G. Matthews, Amy B. Ellis
Vol 3, No 2 (2017) Multiple Skills Underlie Arithmetic Performance: A Large-Scale Structural Equation Modeling Analysis Abstract   PDF   HTML
Sarit Ashkenazi, Sarit Silverman
Vol 3, No 2 (2017) Can Working Memory Training Improve Preschoolers’ Numerical Abilities? Abstract   PDF   HTML
Nastasya Honoré, Marie-Pascale Noël
Vol 3, No 2 (2017) The Interaction of Procedural Skill, Conceptual Understanding and Working Memory in Early Mathematics Achievement Abstract   PDF   HTML
Camilla Gilmore, Sarah Keeble, Sophie Richardson, Lucy Cragg
Vol 3, No 2 (2017) Identifying Domain-General and Domain-Specific Predictors of Low Mathematics Performance: A Classification and Regression Tree Analysis Abstract   PDF   HTML
David J. Purpura, Elizabeth Day, Amy R. Napoli, Sara A. Hart
Vol 3, No 2 (2017) Domain-Specific and Domain-General Training to Improve Kindergarten Children’s Mathematics Abstract   PDF   HTML
Geetha B. Ramani, Susanne M. Jaeggi, Emily N. Daubert, Martin Buschkuehl
Vol 3, No 2 (2017) Planning and Self-Control, but not Working Memory, Directly Predict Multiplication Performance in Adults Abstract   PDF   HTML
Parvin Nemati, Johanna Schmid, Mojtaba Soltanlou, Julian-Till Krimly, Hans-Christoph Nuerk, Caterina Gawrilow
Vol 3, No 2 (2017) Creativity as Predictor of Mathematical Abilities in Fourth Graders in Addition to Number Sense and Working Memory Abstract   PDF   HTML
Evelyn H. Kroesbergen, Eveline M. Schoevers
Vol 3, No 2 (2017) Visuo-Spatial Processes as a Domain-General Factor Impacting Numerical Development in Atypical Populations Abstract   PDF   HTML
Virginie Crollen, Olivier Collignon, Marie-Pascale Noël
Vol 3, No 2 (2017) Operational Momentum During Ordering Operations for Size and Number in 4-Month-Old Infants Abstract   PDF   HTML
Viola Macchi Cassia, Hermann Bulf, Koleen McCrink, Maria Dolores de Hevia
Vol 3, No 2 (2017) Processing the Order of Symbolic Numbers: A Reliable and Unique Predictor of Arithmetic Fluency Abstract   PDF   HTML
Stephan E. Vogel, Trent Haigh, Gerrit Sommerauer, Melanie Spindler, Clemens Brunner, Ian M. Lyons, Roland H. Grabner
Vol 3, No 2 (2017) How Do Different Aspects of Spatial Skills Relate to Early Arithmetic and Number Line Estimation? Abstract   PDF   HTML
Véronique Cornu, Caroline Hornung, Christine Schiltz, Romain Martin
Vol 3, No 2 (2017) How and Why Do Number-Space Associations Co-Vary in Implicit and Explicit Magnitude Processing Tasks? Abstract   PDF   HTML
Carrie Georges, Danielle Hoffmann, Christine Schiltz
Vol 3, No 2 (2017) What Is in a Reach? Domain-General Spatial Modulation of Motor Responses by Number Representations Abstract   PDF   HTML
Santiago Alonso-Diaz, Elon Gaffin-Cahn, Bradford Z. Mahon, Jessica F. Cantlon
Vol 3, No 2 (2017) Dividing Attention Increases Operational Momentum Abstract   PDF   HTML
Koleen McCrink, Timothy Hubbard
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