Browse Title Index

Issue Title
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 4, No 2 (2018) Numerical Cognition in Action: Reaching Behavior Reveals Numerical Distance Effects in 5- to 6-Year-Olds Abstract   PDF   HTML
Christopher D. Erb, Jeff Moher, Joo-Hyun Song, David M. Sobel
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 4, No 2 (2018) Parallel Individuation Supports Numerical Comparisons in Preschoolers Abstract   PDF   HTML
Pierina Cheung, Mathieu Le Corre
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
Vol 4, No 3 (2018) Retrieval Priming in Product Verification: Evidence From Retrieval-Induced Forgetting Abstract   PDF   HTML
Josh Neudorf, Yalin Chen, Jamie I. D. Campbell
Vol 3, No 2 (2017) Space in Numerical and Ordinal Information: A Common Construct? Abstract   PDF   HTML
Philipp Alexander Schroeder, Hans-Christoph Nuerk, Christian Plewnia
Vol 4, No 3 (2018) Spatial Anxiety: A Novel Questionnaire With Subscales for Measuring Three Aspects of Spatial Anxiety Abstract   PDF   HTML
Ian M. Lyons, Gerardo Ramirez, Erin A. Maloney, Danielle N. Rendina, Susan C. Levine, Sian L. Beilock
Vol 5, No 1 (2019) Spatial Skills First: The Importance of Mental Rotation for Arithmetic Skill Acquisition Abstract   PDF   HTML
Carrie Georges, Véronique Cornu, Christine Schiltz
Vol 4, No 2 (2018) Strategy Use on Bounded and Unbounded Number Lines in Typically Developing Adults and Adults With Dyscalculia: An Eye-Tracking Study Abstract   PDF   HTML
Fae Aimée van der Weijden, Erica Kamphorst, Robin Hella Willemsen, Evelyn H. Kroesbergen, Anne H. van Hoogmoed
Vol 1, No 1 (2015) Student Magnitude Knowledge of Negative Numbers Abstract   PDF   HTML
Laura K. Young, Julie L. Booth
Vol 4, No 1 (2018) Subtraction by Addition Strategy Use in Children of Varying Mathematical Achievement Level: A Choice/No-Choice Study Abstract   PDF   HTML
Joke Torbeyns, Greet Peters, Bert De Smedt, Pol Ghesquière, Lieven Verschaffel
Vol 5, No 1 (2019) The Association Between Number Magnitude and Space Is Dependent on Notation: Evidence From an Adaptive Perceptual Orientation Task Abstract   PDF   HTML
Tianwei Gong, Baichen Li, Limei Teng, Zijun Zhou, Xuefei Gao, Ting Jiang
Vol 2, No 3 (2017) The Cognitive Estimation Task Is Nonunitary: Evidence for Multiple Magnitude Representation Mechanisms Among Normative and ADHD College Students Abstract   PDF   HTML
Sarit Ashkenazi, Yulia Tsyganov
Vol 5, No 1 (2019) The Conception of Substitution of the Equals Sign Plays a Unique Role in Students' Algebra Performance Abstract   PDF   HTML
Emine Simsek, Iro Xenidou-Dervou, Ilyas Karadeniz, Ian Jones
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