Preschoolers' nonsymbolic arithmetic with large sets: Is addition more accurate than subtraction?

Journal of Experimental Child Psychology

Volumn 103, Issue 4, 2009, Pages 409-420

  Shinskey, Jeanne L ^a   Chan, Cindy Ho man ^a   Coleman, Rhea ^a   Moxom, Lauren ^a   Yamamoto, Eri ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

Addition; Analog magnitude; Nonsymbolic arithmetic; Preschoolers; Set size; Subtraction

Indexed keywords

ARTICLE; CHILD DEVELOPMENT; COGNITION; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMAN; MALE; MATHEMATICS; NEUROPSYCHOLOGICAL TEST; PATTERN RECOGNITION; PRESCHOOL CHILD; SYMBOLISM; TASK PERFORMANCE;

CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMANS; MALE; MATHEMATICS; NEUROPSYCHOLOGICAL TESTS; PATTERN RECOGNITION, VISUAL; SYMBOLISM; TASK PERFORMANCE AND ANALYSIS;

EID: 67349200772     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2009.01.012     Document Type: Article

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