How 15 Hundred Is Like 15 Cherries: Effect of Progressive Alignment on Representational Changes in Numerical Cognition

Child Development

Volumn 81, Issue 6, 2010, Pages 1768-1786

  Thompson, Clarissa A ^a   Opfer, John E ^b  

^a UNIVERSITY OF OKLAHOMA   (United States)

^b OHIO STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADOLESCENT; ADULT; AGING; ARTICLE; CHILD; CHILD DEVELOPMENT; COGNITION; CONCEPT FORMATION; FEMALE; HUMAN; MALE; MATHEMATICS; NEUROPSYCHOLOGICAL TEST; PSYCHOLOGICAL ASPECT;

ADOLESCENT; AGING; CHILD; CHILD DEVELOPMENT; COGNITION; CONCEPT FORMATION; FEMALE; HUMANS; MALE; MATHEMATICS; NEUROPSYCHOLOGICAL TESTS; YOUNG ADULT;

EID: 78449284971     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2010.01509.x     Document Type: Article

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