Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children

Cognition

Volumn 131, Issue 1, 2014, Pages 92-107

  Hyde, Daniel C ^a   Khanum, Saeeda ^b,c   Spelke, Elizabeth S ^c  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^b QUAID I AZAM UNIVERSITY   (Pakistan)

^c HARVARD UNIVERSITY   (United States)

Author keywords

Approximate number system; Children; Mathematics; Numerical cognition; Symbols; Training

Indexed keywords

ACCURACY; ARITHMETIC; ARTICLE; AVERAGING; BRIGHTNESS; CHILD; CONTROLLED STUDY; HUMAN; HUMAN EXPERIMENT; PLAY; PRESCHOOL CHILD; PRIMARY SCHOOL; PRIORITY JOURNAL; READING; SYMBOLIC ARITHMETIC; SYMBOLISM; TASK PERFORMANCE; TRAINING; VIDEORECORDING; APPROXIMATE NUMBER SYSTEM; COGNITION; FEMALE; MALE; MATHEMATICS; NORMAL HUMAN; QUANTITATIVE ANALYSIS;

APPROXIMATE NUMBER SYSTEM; CHILDREN; MATHEMATICS; NUMERICAL COGNITION; SYMBOLS; TRAINING;

CHILD; COGNITION; FEMALE; HUMANS; MALE; MATHEMATICS; PRACTICE (PSYCHOLOGY);

EID: 84892894156     PISSN: 00100277     EISSN: 18737838     Source Type: Journal    
DOI: 10.1016/j.cognition.2013.12.007     Document Type: Article

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