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Issue Title
 
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
 
Vol 3, No 2 (2017) Dividing Attention Increases Operational Momentum Abstract   PDF   HTML
Koleen McCrink, Timothy Hubbard
 
Vol 2, No 3 (2017) Do We Have a Sense for Irrational Numbers? Abstract   PDF   HTML
Andreas Obersteiner, Veronika Hofreiter
 
Vol 3, No 2 (2017) Domain-General Factors Influencing Numerical and Arithmetic Processing Abstract   PDF   HTML
André Knops, Hans-Christoph Nuerk, Silke M. Göbel
 
Vol 3, No 2 (2017) Domain-Specific and Domain-General Training to Improve Kindergarten Children’s Mathematics Abstract   PDF   HTML
Geetha B. Ramani, Susanne M. Jaeggi, Emily N. Daubert, Martin Buschkuehl
 
Vol 3, No 1 (2017) Encoding of Numerical Information in Memory: Magnitude or Nominal? Abstract   PDF   HTML
Kimmo Eriksson, Marcus Lindskog
 
Vol 2, No 3 (2017) Encoding “10ness” Improves First-Graders’ Estimation of Numerical Magnitudes Abstract   PDF   HTML
Yu Zhang, Yukari Okamoto
 
Vol 2, No 3 (2017) Estimation of Importance: Relative Contributions of Symbolic and Non-Symbolic Number Systems to Exact and Approximate Calculation Abstract   PDF   HTML
Rylan J. Waring, Marcie Penner-Wilger
 
Vol 3, No 3 (2017) Exploring the Influence of Basic Cognitive Skills on the Relation Between Math Performance and Math Anxiety Abstract   PDF   HTML
Heather P. Douglas, Jo-Anne LeFevre
 
Vol 1, No 1 (2015) Finding a Voice for Numerical Cognition Abstract   PDF   HTML
John Towse
 
Vol 3, No 2 (2017) How and Why Do Number-Space Associations Co-Vary in Implicit and Explicit Magnitude Processing Tasks? Abstract   PDF   HTML
Carrie Georges, Danielle Hoffmann, Christine Schiltz
 
Vol 3, No 2 (2017) How Do Different Aspects of Spatial Skills Relate to Early Arithmetic and Number Line Estimation? Abstract   PDF   HTML
Véronique Cornu, Caroline Hornung, Christine Schiltz, Romain Martin
 
Vol 4, No 2 (2018) How the Eyes Add Fractions: Adult Eye Movement Patterns During Fraction Addition Problems Abstract   PDF   HTML
Andreas Obersteiner, Isabella Staudinger
 
Vol 3, No 2 (2017) Identifying Domain-General and Domain-Specific Predictors of Low Mathematics Performance: A Classification and Regression Tree Analysis Abstract   PDF   HTML
David J. Purpura, Elizabeth Day, Amy R. Napoli, Sara A. Hart
 
Vol 3, No 3 (2017) Impairment of Arabic- and Spoken-Number Processing in Children With Mathematical Learning Disability Abstract   PDF   HTML
Anne Lafay, Joël Macoir, Marie-Catherine St-Pierre
 
Vol 2, No 2 (2016) Intensive Math Training Does not Affect Approximate Number Acuity: Evidence From a Three-Year Longitudinal Curriculum Intervention Abstract   PDF   HTML
Jessica Sullivan, Michael C. Frank, David Barner
 
Vol 4, No 1 (2018) It’s not What You Think: Perceptions Regarding the Usefulness of Mathematics May Hinder Performance Abstract   PDF   HTML
Adriana Espinosa
 
Vol 3, No 2 (2017) Magnitude Estimation Is Influenced by Social Power Abstract   PDF   HTML
Stefan Huber, Johannes Bloechle, Tanja Dackermann, Annika Scholl, Kai Sassenberg, Korbinian Moeller
 
Vol 2, No 1 (2016) Mathematical Competence, Teaching, and Learning. Reflections on 'Challenges in Mathematical Cognition' by Alcock et al. (2016) Abstract   PDF   HTML
Kerry Lee
 
Vol 4, No 1 (2018) Middle School Students' and Mathematicians' Judgments of Mathematical Typicality Abstract   PDF   HTML
Candace Walkington, Jennifer Cooper, Olubukola Leonard, Caroline Williams-Pierce, Chuck Kalish
 
Vol 3, No 2 (2017) Multiple Skills Underlie Arithmetic Performance: A Large-Scale Structural Equation Modeling Analysis Abstract   PDF   HTML
Sarit Ashkenazi, Sarit Silverman
 
Vol 3, No 3 (2017) Narrowing the Early Mathematics Gap: A Play-Based Intervention to Promote Low-Income Preschoolers’ Number Skills Abstract   PDF   HTML
Nicole R. Scalise, Emily N. Daubert, Geetha B. Ramani
 
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