Browse Title Index


 
Issue Title
 
Vol 4, No 3 (2018) A Comparison of Methods for Assessing Performance on the Number Line Estimation Task Abstract   PDF   HTML
Susan I. Gross, Carol A. Gross, Dan Kim, Sarah L. Lukowski, Lee A. Thompson, Stephen A. Petrill
 
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 5, No 1 (2019) A New and Exciting Chapter for the Journal of Numerical Cognition Abstract   PDF   HTML
John Towse
 
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 4, No 3 (2018) Approximate Number System Task Performance: Associations With Domain-General and Domain-Specific Cognitive Skills in Young Children Abstract   PDF   HTML
Mary Wagner Fuhs, Kimberly Turner Nesbitt, Connor D. O’Rear
 
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 4, No 3 (2018) Cardinal and Ordinal Aspects of Finger-Counting Habits Predict Different Individual Differences in Embodied Numerosity Abstract   PDF   HTML
Kyle Morrissey, Darcy Hallett
 
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 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 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 4, No 3 (2018) Contributions of functional Magnetic Resonance Imaging (fMRI) to the Study of Numerical Cognition Abstract   PDF   HTML
Anna A. Matejko, Daniel Ansari
 
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