Browse Title Index

Issue Title
Vol 3, No 1 (2017) A Drift Diffusion Model Account of the Semantic Congruity Effect in a Classification Paradigm Abstract   PDF   HTML
Angelo Pirrone, James A. R. Marshall, Tom Stafford
Vol 4, No 2 (2018) A New Method for Calculating Individual Subitizing Ranges Abstract   PDF   HTML
Tali Leibovich-Raveh, Daniel Jacob Lewis, Saja Al-Rubaiey Kadhim, Daniel Ansari
Vol 3, No 3 (2017) A One-Year Classroom-Randomized Trial of Mental Abacus Instruction for First- and Second-Grade Students Abstract   PDF   HTML
David Barner, Angeliki Athanasopoulou, Junyi Chu, Molly Lewis, Elisabeth Marchand, Rose Schneider, Michael Frank
Vol 3, No 2 (2017) A Role for Attentional Reorienting During Approximate Multiplication and Division Abstract   PDF   HTML
Curren Katz, Hannes Hoesterey, André Knops
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 3, No 3 (2017) Age-Related Changes in Children’s Strategies for Solving Two-Digit Addition Problems Abstract   PDF   HTML
Patrick Lemaire, Fleur Brun
Vol 3, No 3 (2017) Book Review of “Development of Mathematical Cognition: Neural Substrates and Genetic Influences” (2016) Edited by D. B. Berch, D. C. Geary, & K. M. Koepke Abstract   PDF   HTML
Erin R. Ottmar
Vol 3, No 3 (2017) Book Review of “More Trouble With Maths” (2017) by S. Chinn Abstract   PDF   HTML
Sarah R. Powell
Vol 4, No 2 (2018) Book Review of “Numbers and the Making of Us: Counting and the Course of Human Cultures” by Caleb Everett Abstract   PDF   HTML
Markus Pantsar, Paula Quinon
Vol 4, No 1 (2018) Bridging Frameworks for Understanding Numerical Cognition Abstract   PDF   HTML
Anderson Norton, Julie Nurnberger-Haag
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) Bridging Psychology and Mathematics Education: Reflections on Boundary Crossing Abstract   PDF   HTML
Martha W. Alibali, Eric J. Knuth
Vol 3, No 2 (2017) Can Working Memory Training Improve Preschoolers’ Numerical Abilities? Abstract   PDF   HTML
Nastasya Honoré, Marie-Pascale Noël
Vol 2, No 1 (2016) Challenges in Mathematical Cognition: A Collaboratively-Derived Research Agenda Abstract   PDF   HTML
Lara Alcock, Daniel Ansari, Sophie Batchelor, Marie-Josée Bisson, Bert De Smedt, Camilla Gilmore, Silke M. Göbel, Minna Hannula-Sormunen, Jeremy Hodgen, Matthew Inglis, Ian Jones, Michèle Mazzocco, Nicole McNeil, Michael Schneider, Victoria Simms, Keith Weber
Vol 2, No 1 (2016) Challenges in Teaching Mathematics: Perspectives From Students’ Learning Difficulties. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016) Abstract   PDF   HTML
Steve Chinn
Vol 4, No 2 (2018) Cognitive Predictors of Counting Skills Abstract   PDF   HTML
Tuire Koponen, Kenneth Eklund, Paula Salmi
Vol 3, No 1 (2017) Conceptual Correlates of Counting: Children’s Spontaneous Matching and Tracking of Large Sets Reflects Their Knowledge of the Cardinal Principle Abstract   PDF   HTML
Anna Shusterman, Pierina Cheung, Jessica Taggart, Ilona Bass, Talia Berkowitz, Julia A. Leonard, Ariel Schwartz
Vol 3, No 2 (2017) Connecting Visual Objects Reduces Perceived Numerosity and Density for Sparse but not Dense Patterns Abstract   PDF   HTML
Giovanni Anobile, Guido Marco Cicchini, Antonella Pomè, David Charles Burr
Vol 4, No 2 (2018) Constructing a Concept of Number Abstract   PDF   HTML
Karenleigh A. Overmann
Vol 3, No 1 (2017) Creating a Context for Learning: Activating Children’s Whole Number Knowledge Prepares Them to Understand Fraction Division Abstract   PDF   HTML
Pooja Gupta Sidney, Martha Wagner Alibali
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 2, No 1 (2016) Cross-Cultural and Intra-Cultural Differences in Finger-Counting Habits and Number Magnitude Processing: Embodied Numerosity in Canadian and Chinese University Students Abstract   PDF   HTML
Kyle Richard Morrissey, Mowei Liu, Jingmei Kang, Darcy Hallett, Qiangqiang Wang
Vol 1, No 1 (2015) Developmental Continuity in the Link Between Sensitivity to Numerosity and Physical Size Abstract   PDF   HTML
Ariel Starr, Elizabeth M. Brannon
Vol 2, No 1 (2016) Disciplinary Differences Between Cognitive Psychology and Mathematics Education: A Developmental Disconnection Syndrome. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016) Abstract   PDF   HTML
Daniel Berch
Vol 4, No 2 (2018) Dissociating Parallel and Serial Processing of Numerical Value Abstract   PDF   HTML
Kassandra R. Lee, Kenith V. Sobel, A. Kane York, Amrita M. Puri
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