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Vol. 7 No. 3 (2021): Special Issue “Direct and Conceptual Replication in Numerical Cognition“; Guest Editors: Mojtaba Soltanlou and Krzysztof Cipora
Special Issue “Direct and Conceptual Replication in Numerical Cognition“; Guest Editors: Mojtaba Soltanlou and Krzysztof Cipora [Vol. 7 No. 3 (2021)]
DOI:
https://doi.org/10.5964/jnc.v7i3
Editorial
Direct and Conceptual Replication in Numerical Cognition
Krzysztof Cipora, Mojtaba Soltanlou
Empirical Research
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
Not All Elementary School Teachers Are Scared of Math
Christina Artemenko, Carrie Georges, Hans-Christoph Nuerk, Krzysztof Cipora
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
Revisiting and Refining Relations Between Nonsymbolic Ratio Processing and Symbolic Math Achievement
Yunji Park, Percival G. Matthews
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
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
Commentaries
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
Commentary on Ellis et al. (2021)
Sara A. Schmitt, G. John Geldhof, David J. Purpura, Robert J. Duncan, Megan M. McClelland
The Importance of Replicating Meta-Analyses: Commentary on “Conceptual Replication and Extension of the Relation Between the Number Line Estimation Task and Mathematical Competence Across Seven Studies”
Michael Schneider, Simon Merz, Johannes Stricker, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel, Koen Luwel
