| scholarly article | Q13442814 |
| P50 | author | Lisa Feigenson | Q79052333 |
| Melissa E Libertus | Q86991108 | ||
| Justin Halberda | Q86992322 | ||
| P2093 | author name string | Barbara Landau | |
| P2860 | cites work | Preschoolers' precision of the approximate number system predicts later school mathematics performance | Q21560931 |
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| Exact and approximate arithmetic in an Amazonian indigene group | Q28288043 | ||
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| Number sense across the lifespan as revealed by a massive Internet-based sample | Q30520120 | ||
| Number sense in infancy predicts mathematical abilities in childhood | Q30557383 | ||
| Neural mechanisms in Williams syndrome: a unique window to genetic influences on cognition and behaviour | Q31043640 | ||
| Typical and atypical development of visual estimation abilities | Q33294746 | ||
| Effects of development and enculturation on number representation in the brain | Q33323354 | ||
| Impaired geometric reorientation caused by genetic defect | Q33734086 | ||
| Prevalence estimation of Williams syndrome | Q33959905 | ||
| Large number discrimination in 6-month-old infants. | Q51979414 | ||
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| The psychoeducational characteristics of children with Turner syndrome. | Q52036291 | ||
| A process approach to describing mathematics difficulties in girls with Turner syndrome. | Q52238872 | ||
| Block Design Performance in the Williams Syndrome Phenotype: A Problem with Mental Imagery? | Q60630178 | ||
| A longitudinal study of cognitive abilities and educational attainment in Williams syndrome | Q71768255 | ||
| Abstract number and arithmetic in preschool children | Q34048115 | ||
| Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia | Q34109432 | ||
| Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). | Q34193095 | ||
| Non-verbal number acuity correlates with symbolic mathematics achievement: but only in children | Q34214138 | ||
| Large-number addition and subtraction by 9-month-old infants. | Q34358577 | ||
| The neural correlates of the verbal component of working memory | Q34362095 | ||
| How specifically do we learn? Imaging the learning of multiplication and subtraction. | Q34484779 | ||
| Tactile localization on digits and hand: structure and development | Q34768607 | ||
| Individual differences in non-verbal number acuity correlate with maths achievement | Q34822858 | ||
| Magnitude representations in Williams syndrome: differential acuity in time, space and number processing | Q34981039 | ||
| Core multiplication in childhood | Q35029142 | ||
| Arithmetic and the brain | Q35744931 | ||
| Preschool acuity of the approximate number system correlates with school math ability | Q35917179 | ||
| Mathematical skill in individuals with Williams syndrome: evidence from a standardized mathematics battery | Q36183641 | ||
| Intuitive sense of number correlates with math scores on college-entrance examination | Q36390781 | ||
| Language and communicative development in Williams syndrome | Q36746543 | ||
| Is Approximate Number Precision a Stable Predictor of Math Ability? | Q36954966 | ||
| Links Between the Intuitive Sense of Number and Formal Mathematics Ability | Q37478555 | ||
| The functional anatomy of word comprehension and production | Q37827935 | ||
| Linguistic abilities in Italian children with Williams syndrome | Q38458463 | ||
| Mathematical skills in Williams syndrome: insight into the importance of underlying representations | Q46635683 | ||
| Nonsymbolic numerical magnitude comparison: reliability and validity of different task variants and outcome measures, and their relationship to arithmetic achievement in adults | Q48000497 | ||
| Learning complex arithmetic--an fMRI study. | Q48124095 | ||
| Imaging early practice effects in arithmetic | Q48173910 | ||
| Children's mapping between symbolic and nonsymbolic representations of number | Q48289825 | ||
| Multiple spatially overlapping sets can be enumerated in parallel | Q48463016 | ||
| Small and large number processing in infants and toddlers with Williams syndrome | Q48587977 | ||
| Developmental change in the acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adults | Q48924847 | ||
| How useful are landmarks when learning a route in a virtual environment? Evidence from typical development and Williams syndrome. | Q50772949 | ||
| Learning without representational change: development of numerical estimation in individuals with Williams syndrome. | Q50778073 | ||
| Numerical abilities in Williams syndrome: dissociating the analogue magnitude system and verbal retrieval. | Q51873229 | ||
| Mental rotation in Williams syndrome: an impaired ability. | Q51886517 | ||
| Developmental trajectories for spatial frames of reference in Williams syndrome. | Q51889295 | ||
| An association between understanding cardinality and analog magnitude representations in preschoolers. | Q51889769 | ||
| Symbolic arithmetic knowledge without instruction. | Q51903018 | ||
| How do individuals with Williams syndrome learn a route in a real-world environment? | Q51909054 | ||
| Are numerical impairments syndrome specific? Evidence from Williams syndrome and Down's syndrome. | Q51922174 | ||
| Object recognition with severe spatial deficits in Williams syndrome: sparing and breakdown. | Q51925640 | ||
| Neural basis of genetically determined visuospatial construction deficit in Williams syndrome. | Q51937823 | ||
| Preschool children's mapping of number words to nonsymbolic numerosities. | Q51964814 | ||
| P433 | issue | 6 | |
| P407 | language of work or name | English | Q1860 |
| P304 | page(s) | 905-919 | |
| P577 | publication date | 2014-03-01 | |
| P1433 | published in | Developmental Science | Q15710151 |
| P1476 | title | Understanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development | |
| P478 | volume | 17 |
| Q57113539 | Comparing Numerical Comparison Tasks: A Meta-Analysis of the Variability of the Weber Fraction Relative to the Generation Algorithm |
| Q99711371 | Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability |
| Q91597291 | Eye Movement Patterns and Approximate Number Sense Task Performance in Williams Syndrome and Down Syndrome: A Developmental Perspective |
| Q36023401 | Geometric and featural systems, separable and combined: Evidence from reorientation in people with Williams syndrome |
| Q59813581 | Numerical Processing Impairment in 22q11.2 (LCR22-4 to LCR22-5) Microdeletion: A Cognitive-Neuropsychological Case Study |
| Q39284020 | Numerical magnitude processing impairments in genetic syndromes: a cross-syndrome comparison of Turner and 22q11.2 deletion syndromes. |
| Q38490246 | PsiMLE: A maximum-likelihood estimation approach to estimating psychophysical scaling and variability more reliably, efficiently, and flexibly |
| Q50653047 | Representations of numerical and non-numerical magnitude both contribute to mathematical competence in children. |
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