Authors : Marinova M; Institute of Cognitive Science and Assessment, Department of Behavioural and Cognitive Sciences, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, 11, Porte des Sciences, 4366, Esch-Belval, Esch-sur-Alzette, Luxembourg. .; Faculty of Psychology and Educational Sciences, KU Leuven @Kulak, Kortrijk, Belgium. .

Subjects: Concept Formation* ; Mathematics* ; Semantics*

Source: Scientific reports [Sci Rep] 2021 Nov 01; Vol. 11 (1), pp. 21405. Date of Electronic Publication: 2021 Nov 01.Publisher: Nature Publishing Group Country of Publication: England NLM ID: 101563288 Publication Model: Electronic Cited Medium: Internet ISSN:

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Left posterior prefrontal regions support domain-general executive processes needed for both reading and math.

Authors : Wang K; School of Psychology, South China Normal University, Guangzhou, Guangdong, China.; Institute of Cognitive Science, University of Colorado Boulder, Boulder, Colorado, USA.

Subjects: Mathematics* ; Reading*; Executive Function/Executive Function/Executive Function/*physiology

Source: Journal of neuropsychology [J Neuropsychol] 2020 Sep; Vol. 14 (3), pp. 467-495. Date of Electronic Publication: 2020 Feb 08.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 101468753 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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What role do comprehension-oriented learning strategies have in solving math calculation and word problems at the end of middle school?

Authors : Kikas E; School of Natural Sciences and Health, Tallinn University, Estonia.; Mädamürk K

Subjects: Comprehension*/Comprehension*/Comprehension*/physiology ; Learning*/Learning*/Learning*/physiology ; Problem Solving*/Problem Solving*/Problem Solving*/physiology

Source: The British journal of educational psychology [Br J Educ Psychol] 2020 Jun; Vol. 90 Suppl 1, pp. 105-123. Date of Electronic Publication: 2019 Jul 25.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 0370636 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Learning to run the number line: the development of attentional shifts during single-digit arithmetic.

Authors : Díaz-Barriga Yáñez A; Lyon Neuroscience Research Center (CRNL), INSERM U1028 - CNRS UMR5292, University of Lyon, Lyon, France.; Couderc A

Subjects: Mathematics*; Attention/Attention/Attention/*physiology ; Learning/Learning/Learning/*physiology

Source: Annals of the New York Academy of Sciences [Ann N Y Acad Sci] 2020 Oct; Vol. 1477 (1), pp. 79-90. Date of Electronic Publication: 2020 Aug 18.Publisher: New York Academy of Sciences Country of Publication: United States NLM ID: 7506858 Publication Model: Print-Electronic Cited Medium: Internet

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The spatial-numerical association of response codes effect and math skills: why related?

Authors : Cipora K; Faculty of Science, Department of Psychology, University of Tübingen, Tübingen, Germany.; LEAD Graduate School & Research Network, University of Tübingen, Tübingen, Germany.

Subjects: Mathematics*; Cognition/Cognition/Cognition/*physiology ; Space Perception/Space Perception/Space Perception/*physiology

Source: Annals of the New York Academy of Sciences [Ann N Y Acad Sci] 2020 Oct; Vol. 1477 (1), pp. 5-19. Date of Electronic Publication: 2020 Apr 29.Publisher: New York Academy of Sciences Country of Publication: United States NLM ID: 7506858 Publication Model: Print-Electronic Cited Medium: Internet

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Young Children's Mathematical Learning From Intelligent Characters.

Authors : Calvert SL; Georgetown University.; Putnam MM

Subjects: Cartoons as Topic*/Cartoons as Topic*/Cartoons as Topic*/psychology ; Video Games*/Video Games*/Video Games*/psychology; Learning/Learning/Learning/*physiology

Source: Child development [Child Dev] 2020 Sep; Vol. 91 (5), pp. 1491-1508. Date of Electronic Publication: 2019 Nov 20.Publisher: Blackwell Publishers Country of Publication: United States NLM ID: 0372725 Publication Model: Print-Electronic Cited Medium: Internet

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Making Sense of Number Words and Arabic Digits: Does Order Count More?

Authors : Sella F; University of Sheffield.; University of Oxford.

Subjects: Mathematics*/Mathematics*/Mathematics*/education ; Reading*; Comprehension/Comprehension/Comprehension/*physiology

Source: Child development [Child Dev] 2020 Sep; Vol. 91 (5), pp. 1456-1470. Date of Electronic Publication: 2019 Nov 14.Publisher: Blackwell Publishers Country of Publication: United States NLM ID: 0372725 Publication Model: Print-Electronic Cited Medium: Internet

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Neurobiological origins of individual differences in mathematical ability.

Authors : Skeide MA; Wehrmann K ...

Subjects: Individuality* ; Mathematics*; Brain/Brain/Brain/*physiology

Source: PLoS biology [PLoS Biol] 2020 Oct 22; Vol. 18 (10), pp. e3000871. Date of Electronic Publication: 2020 Oct 22 (Print Publication: 2020).Publisher: Public Library of Science Country of Publication: United States NLM ID: 101183755 Publication Model: eCollection Cited Medium: Internet

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Time dependency of the SNARC effect for different number formats: evidence from saccadic responses.

Authors : Pressigout A; Laboratoire Vision Action Cognition, EA7326, Institut de Psychologie, Université Paris Descartes, 71 Avenue Édouard Vaillant, 92774, Boulogne-Billancourt Cedex, France. .; Charvillat A

Subjects: Mathematics*; Judgment/Judgment/Judgment/*physiology ; Saccades/Saccades/Saccades/*physiology

Source: Psychological research [Psychol Res] 2019 Oct; Vol. 83 (7), pp. 1485-1495. Date of Electronic Publication: 2018 Apr 09.Publisher: Springer-Verlag Country of Publication: Germany NLM ID: 0435062 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Development of approximate number sense across the elementary school years: A cross-cultural longitudinal study.

Authors : Tikhomirova T; Department of Psychology, Psychological Institute of Russian Academy of Education, Lomonosov Moscow State University, Moscow, Russia.; Kuzmina Y

Subjects: Cross-Cultural Comparison* ; Language* ; Mathematics*

Source: Developmental science [Dev Sci] 2019 Jul; Vol. 22 (4), pp. e12823. Date of Electronic Publication: 2019 Apr 02.Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 9814574 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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