Section Details

Empirical Research

Issue Title
Vol 5, No 3 (2019) Reducing Interference Improves the Memorization of Multiplication Facts in Case of Hypersensitivity to Interference Abstract   PDF   HTML
Dror Dotan, Naama Friedmann
Vol 5, No 3 (2019) Is the Long-Term Association Between Symbolic Numerical Magnitude Processing and Arithmetic Bi-Directional? Abstract   PDF   HTML
Kiran Vanbinst, Pol Ghesquière, Bert De Smedt
Vol 5, No 3 (2019) Relation of State- and Trait-Math Anxiety to Intelligence, Math Achievement and Learning Motivation Abstract   PDF   HTML
Lars Orbach, Moritz Herzog, Annemarie Fritz
Vol 5, No 3 (2019) When “One” Can Be “Two”: Cross-Linguistic Differences Affect Children’s Interpretation of the Numeral One Abstract   PDF   HTML
Sarah Dolscheid, Franziska Schleussinger, Martina Penke
Vol 5, No 3 (2019) Adolescents and Adults Need Inhibitory Control to Compare Fractions Abstract   PDF   HTML
Sandrine Rossi, Julie Vidal, Marie Letang, Olivier Houdé, Grégoire Borst
Vol 5, No 3 (2019) Verbal Working Memory Load Dissociates Common Indices of the Numerical Distance Effect: Implications for the Study of Numerical Cognition Abstract   PDF   HTML
Erin A. Maloney, Nathaniel Barr, Evan F. Risko, Jonathan A. Fugelsang
Vol 5, No 3 (2019) The Hierarchical Symbol Integration Model of Individual Differences in Mathematical Skill Abstract   PDF   HTML
Chang Xu, Feng Gu, Katherine Newman, Jo-Anne LeFevre
Vol 5, No 3 (2019) Adaptive Number Knowledge in Secondary School Students: Profiles and Antecedents Abstract   PDF   HTML
Jake McMullen, Kaisa Kanerva, Erno Lehtinen, Minna M. Hannula-Sormunen, Noona Kiuru
Vol 5, No 2 (2019) Fraction Errors in a Digital Mathematics Environment: Latent Class and Transition Analysis Abstract   PDF   HTML
Sarah Marina Karamarkovich, Teomara Rutherford
Vol 5, No 2 (2019) Mathematics Students Demonstrate Superior Visuo-Spatial Working Memory to Humanities Students Under Conditions of Low Central Executive Processing Load Abstract   PDF   HTML
Paula Jane Hubber, Camilla Gilmore, Lucy Cragg
Vol 5, No 2 (2019) Individual Differences in Numerical Comparison Is Independent of Numerical Precision Abstract   PDF   HTML
Richard Prather
Vol 5, No 2 (2019) Same-Different Judgments With Alphabetic Characters: The Case of Literal Symbol Processing Abstract   PDF   HTML
Courtney Pollack
Vol 5, No 2 (2019) The Nature of Math Anxiety in Adults: Prevalence and Correlates Abstract   PDF   HTML
Sara Ann Hart, Colleen Marie Ganley
Vol 5, No 2 (2019) Utilizing Analogical Reasoning to Aid Children’s Proportional Reasoning Understanding Abstract   PDF   HTML
Lillian Ham, Elizabeth A. Gunderson
Vol 5, No 1 (2019) Impairment of Non-Symbolic Number Processing in Children With Mathematical Learning Disability Abstract   PDF   HTML
Anne Lafay, Marie-Catherine St-Pierre, Joël Macoir
Vol 5, No 1 (2019) The Effects of Depression on Number Perception and its Implications for Theories of Numerical Cognition Abstract   PDF   HTML
Dale J. Cohen, Katherine A. Barker, Madeline R. White
Vol 5, No 1 (2019) Cognitive Heterogeneity of Math Difficulties: A Bottom-up Classification Approach Abstract   PDF   HTML
Larissa de Souza Salvador, Ricardo Moura, Guilherme Wood, Vitor Geraldi Haase
Vol 5, No 1 (2019) Spatial Skills First: The Importance of Mental Rotation for Arithmetic Skill Acquisition Abstract   PDF   HTML
Carrie Georges, Véronique Cornu, Christine Schiltz
Vol 5, No 1 (2019) The Conception of Substitution of the Equals Sign Plays a Unique Role in Students' Algebra Performance Abstract   PDF   HTML
Emine Simsek, Iro Xenidou-Dervou, Ilyas Karadeniz, Ian Jones
Vol 5, No 1 (2019) The Association Between Number Magnitude and Space Is Dependent on Notation: Evidence From an Adaptive Perceptual Orientation Task Abstract   PDF   HTML
Tianwei Gong, Baichen Li, Limei Teng, Zijun Zhou, Xuefei Gao, Ting Jiang
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