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Vol. 3 No. 1 (2017)
Research Reports
Conceptual Correlates of Counting: Children’s Spontaneous Matching and Tracking of Large Sets Reflects Their Knowledge of the Cardinal Principle
Anna Shusterman, Pierina Cheung, Jessica Taggart, Ilona Bass, Talia Berkowitz, Julia A. Leonard, Ariel Schwartz
Creating a Context for Learning: Activating Children’s Whole Number Knowledge Prepares Them to Understand Fraction Division
Pooja Gupta Sidney, Martha Wagner Alibali
Encoding of Numerical Information in Memory: Magnitude or Nominal?
Kimmo Eriksson, Marcus Lindskog
A Drift Diffusion Model Account of the Semantic Congruity Effect in a Classification Paradigm
Angelo Pirrone, James A. R. Marshall, Tom Stafford
Visual Comparison of Two Data Sets: Do People Use the Means and the Variability?
Robin S. S. Kramer, Caitlin G. R. Telfer, Alice Towler
