Forthcoming Articles

Articles below are "in press", i.e., accepted for publication in Journal of Numerical Cognition but not yet published. If authors made their accepted version available via PsychArchives a link to the author accepted manuscript (AAM) version is provided.

@Authors: Do you want to provide early access to your research? Please  download and fill in this form and send it along with your accepted manuscript to psycharchives-submission@leibniz-psychology.org.

  • Not Toeing the Number Line for Simple Arithmetic: Two Large-n Conceptual Replications of Mathieu et al. (Cognition, 2016, Experiment 1)

    Jamie I. D. Campbell, Yalin Chen, Maham Azhar

  • When Does the Story Matter? No Evidence for the Foregrounding Hypothesis in Math Story Problems

    Sabrina M. Di Lonardo Burr, Jill Turner, Jesse Nietmann, Jo-Anne LeFevre

  • Pick the Smaller Number: No Influence of Linguistic Markedness on Three-Digit Number Processing

    Julia Bahnmueller, Krzysztof Cipora, Silke Melanie Göbel, Hans-Christoph Nuerk, Mojtaba Soltanlou

  • Making Sense of the Relation Between Number Sense and Math

    Bert Reynvoet, Andrew D. Ribner, Leanne Elliott, Manon Van Steenkiste, Delphine Sasanguie, Melissa E. Libertus

  • Not All Elementary School Teachers Are Scared of Math

    Christina Artemenko, Carrie Georges, Hans-Christoph Nuerk, Krzysztof Cipora

  • Guiding students’ attention towards multiplicative relations around them: A classroom intervention

    Saku Määttä, Minna Hannula-Sormunen, Hilma Halme, Jake McMullen

  • The Causal Impact of Objective Numeracy on Judgments: Improving Numeracy Via Symbolic and Non-Symbolic Approximate Arithmetic Training Yields More Consistent Risk Judgments

    Dana L. Chesney, Brittany Shoots-Reinhard, Ellen Peters

  • Revisiting and Refining Relations Between Nonsymbolic Ratio Processing and Symbolic Math Achievement

    Yunji Park, Percival G. Matthews

  • Language Effects in Early Development of Number Writing and Reading

    Anna F. Steiner, Sabrina Finke, Francina J. Clayton, Chiara Banfi, Ferenc Kemény, Silke M. Göbel, Karin Landerl

  • Effectiveness of a Numeracy Intelligent Tutoring System in Kindergarten: A Conceptual Replication

    Ka Rene Grimes, Soyoung Park, Amanda McClelland, Jiyeon Park, Young Ri Lee, Maryam Nozari, Zainab Umer, Brenda Zaparolli, Diane Bryant

  • Acquiring the Cardinal Knowledge of Number Words: A Conceptual Replication

    Laurence Rousselle, Line Vossius

  • Conceptual Replication and Extension of the Relation Between the Number Line Estimation Task and Mathematical Competence Across Seven Studies

    Alexa Ellis, María Inés Susperreguy, David J. Purpura, Pamela E. Davis-Kean

  • Reciprocal Associations Between Executive Function and Academic Achievement: A Conceptual Replication of Schmitt et al. (2017)

    Alexa Ellis, Sammy F. Ahmed, Selin Zeytinoglu, Elif Isbell, Susan D. Calkins, Esther M. Leerkes, Jennie K. Grammer, William J. Gehring, Frederick J. Morrison, Pamela E. Davis-Kean

  • Linking Quantities and Symbols in Early Numeracy Learning

    Jo-Anne LeFevre, Sheri-Lynn Skwarchuk, Carla Sowinski, Ozlem Cankaya

  • Children’s Mixed-Rounding Strategy Use in Computational Estimation

    Sebastian Poloczek, Svenja Hammerstein, Gerhard Büttner

  • A Commentary on Not toeing the number line for simple arithmetic: Two large-n conceptual replications of Mathieu et al. (Cognition, 2016, Experiment 1)

    Jérôme Prado, Catherine Thevenot