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Issue Title
 
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 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
 
Vol 4, No 1 (2018) Natural Alternatives to Natural Number: The Case of Ratio Abstract   PDF   HTML
Percival G. Matthews, Amy B. Ellis
 
Vol 3, No 3 (2017) Norms and Validation of the Online and Paper-and-Pencil Versions of the Abbreviated Math Anxiety Scale (AMAS) For Polish Adolescents and Adults Abstract   PDF   HTML
Krzysztof Cipora, Klaus Willmes, Adrianna Szwarc, Hans-Christoph Nuerk
 
Vol 2, No 3 (2017) Numerical Cognition Speaks Up: Reflections and Acknowledgements on the Journal of Numerical Cognition Abstract   PDF   HTML
John Towse
 
Vol 3, No 2 (2017) Operational Momentum During Ordering Operations for Size and Number in 4-Month-Old Infants Abstract   PDF   HTML
Viola Macchi Cassia, Hermann Bulf, Koleen McCrink, Maria Dolores de Hevia
 
Vol 3, No 2 (2017) Planning and Self-Control, but not Working Memory, Directly Predict Multiplication Performance in Adults Abstract   PDF   HTML
Parvin Nemati, Johanna Schmid, Mojtaba Soltanlou, Julian-Till Krimly, Hans-Christoph Nuerk, Caterina Gawrilow
 
Vol 3, No 2 (2017) Processing the Order of Symbolic Numbers: A Reliable and Unique Predictor of Arithmetic Fluency Abstract   PDF   HTML
Stephan E. Vogel, Trent Haigh, Gerrit Sommerauer, Melanie Spindler, Clemens Brunner, Ian M. Lyons, Roland H. Grabner
 
Vol 3, No 3 (2017) Reactive and Proactive Control in Arithmetical Strategy Selection Abstract   PDF   HTML
Kerensa tiberghien, Wim Notebaert, Bert De Smedt, Wim Fias
 
Vol 4, No 1 (2018) Relational Equity and Mathematics Learning: Mutual Construction During Collaborative Problem Solving Abstract   PDF   HTML
José F. Gutiérrez, Sarah A. Brown, Martha W. Alibali
 
Vol 2, No 2 (2016) Relational Quantitative Reasoning in Kindergarten Predicts Mathematical Achievement in Third Grade Abstract   PDF   HTML
Lennart Schalk, Henrik Saalbach, Roland H. Grabner, Elsbeth Stern
 
Vol 4, No 1 (2018) Re-Thinking ‘Normal’ Development in the Early Learning of Number Abstract   PDF   HTML
Alf Coles, Nathalie Sinclair
 
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