Approximate number sense, symbolic number processing, or number-space mappings: What underlies mathematics achievement?

Journal of Experimental Child Psychology

Volumn 114, Issue 3, 2013, Pages 418-431

  Sasanguie, Delphine ^a   Göbel, Silke M ^b   Moll, Kristina ^b,c   Smets, Karolien ^a   Reynvoet, Bert ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

^b UNIVERSITY OF YORK   (United Kingdom)

^c UNIVERSITY OF GRAZ   (Austria)

Author keywords

Different math tests; Individual differences; Mathematics achievement; Number comparison; Number line estimation; Number processing development

Indexed keywords

ACHIEVEMENT; ARTICLE; BELGIUM; CHILD; COGNITION; EDUCATION; FEMALE; HUMAN; MALE; MATHEMATICS; MENTAL FUNCTION; METHODOLOGY; PERCEPTIVE DISCRIMINATION; PHYSIOLOGY; STATISTICS; SYMBOLISM;

ACHIEVEMENT; BELGIUM; CHILD; COGNITION; DISCRIMINATION (PSYCHOLOGY); EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; MALE; MATHEMATICS; MENTAL PROCESSES; SYMBOLISM;

EID: 84873310650     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2012.10.012     Document Type: Article

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