| scholarly article | Q13442814 |
| P50 | author | Daniel Ansari | Q88027794 |
| P2093 | author name string | Stephanie Bugden | |
| P2860 | cites work | DSM-5 | Q3064664 |
| Selective spatial working memory impairment in a group of children with mathematics learning disabilities and poor problem-solving skills. | Q51015033 | ||
| The interplay between nonsymbolic number and its continuous visual properties. | Q51498945 | ||
| Non-verbal numerical cognition: from reals to integers. | Q51645609 | ||
| Impaired parietal magnitude processing in developmental dyscalculia. | Q51898252 | ||
| The neural basis of the Weber–Fechner law: a logarithmic mental number line | Q51949317 | ||
| Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. | Q52000432 | ||
| Working memory impairments in children with specific arithmetic learning difficulties | Q33877566 | ||
| Visuo-spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition | Q34061315 | ||
| Mathematical disabilities: cognitive, neuropsychological, and genetic components | Q34061624 | ||
| Symbolic and nonsymbolic number comparison in children with and without dyscalculia | Q34098227 | ||
| Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia | Q34109432 | ||
| Developmental dyscalculia: prevalence and prognosis | Q34118929 | ||
| Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). | Q34193095 | ||
| Brain activity during a visuospatial working memory task predicts arithmetical performance 2 years later. | Q34201499 | ||
| Time required for judgements of numerical inequality | Q34244272 | ||
| Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students | Q34321347 | ||
| Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment | Q34360159 | ||
| Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing | Q34495844 | ||
| Cognitive components of a mathematical processing network in 9-year-old children | Q34617813 | ||
| Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement | Q34779004 | ||
| Individual differences in non-verbal number acuity correlate with maths achievement | Q34822858 | ||
| Dysfunctional neural network of spatial working memory contributes to developmental dyscalculia. | Q34987872 | ||
| Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years | Q35002572 | ||
| Language, reading, and math learning profiles in an epidemiological sample of school age children | Q35025483 | ||
| Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning | Q37110323 | ||
| Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities | Q37230131 | ||
| Arithmetic fact mastery in young children: a longitudinal investigation | Q37468595 | ||
| Neurocognitive start-up tools for symbolic number representations. | Q37807633 | ||
| Visual stimulus parameters seriously compromise the measurement of approximate number system acuity and comparative effects between adults and children | Q43085919 | ||
| The prevalence of specific arithmetic difficulties and specific reading difficulties in 9- to 10-year-old boys and girls | Q44116326 | ||
| Task- and age-dependent effects of visual stimulus properties on children's explicit numerosity judgments | Q44425536 | ||
| Comparing performance in discrete and continuous comparison tasks. | Q44843718 | ||
| Working memory and phonological processing as predictors of children's mathematical problem solving at different ages. | Q45950275 | ||
| Refining the quantitative pathway of the Pathways to Mathematics model | Q47695156 | ||
| Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties | Q48176240 | ||
| School readiness and later achievement: replication and extension using a nationwide Canadian survey | Q48185690 | ||
| Is it a fact? Timed arithmetic performance of children with mathematical learning disabilities (MLD) varies as a function of how MLD is defined | Q48343855 | ||
| School readiness and later achievement | Q48374858 | ||
| Distinguishing visuospatial working memory and complex mental calculation areas within the parietal lobes | Q48476693 | ||
| Sampling from the mental number line: how are approximate number system representations formed? | Q50701721 | ||
| ANS acuity and mathematics ability in preschoolers from low-income homes: contributions of inhibitory control. | Q50767414 | ||
| P433 | issue | 5 | |
| P407 | language of work or name | English | Q1860 |
| P921 | main subject | dyslexia | Q132971 |
| fatal familial insomnia | Q862872 | ||
| P304 | page(s) | 817-833 | |
| P577 | publication date | 2015-07-30 | |
| P1433 | published in | Developmental Science | Q15710151 |
| P1476 | title | Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia | |
| P478 | volume | 19 |
| Q88739773 | A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills |
| Q50424167 | An emergentist perspective on the origin of number sense. |
| Q60302235 | Asymmetrical interference between number and item size perception provides evidence for a domain specific impairment in dyscalculia |
| Q58616353 | Attention to number: The convergence of numerical magnitude processing, attention, and mathematics in the inferior frontal gyrus |
| Q83230329 | Attentional amplification of neural codes for number independent of other quantities along the dorsal visual stream |
| Q57113539 | Comparing Numerical Comparison Tasks: A Meta-Analysis of the Variability of the Weber Fraction Relative to the Generation Algorithm |
| Q47858320 | Computational foundations of the visual number sense. |
| Q47171410 | Developmental Dyscalculia and Automatic Magnitudes Processing: Investigating Interference Effects between Area and Perimeter |
| Q37716066 | Does the approximate number system serve as a foundation for symbolic mathematics? |
| Q39016887 | Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention. |
| Q38928846 | From 'sense of number' to 'sense of magnitude' - The role of continuous magnitudes in numerical cognition |
| Q58576805 | Impaired neural processing of transitive relations in children with math learning difficulty |
| Q58751741 | Independent adaptation mechanisms for numerosity and size perception provide evidence against a common sense of magnitude |
| Q54960218 | Innate or Acquired? - Disentangling Number Sense and Early Number Competencies. |
| Q28076126 | The Symbol Grounding Problem Revisited: A Thorough Evaluation of the ANS Mapping Account and the Proposal of an Alternative Account Based on Symbol-Symbol Associations |
| Q47561892 | Toward an integrative approach to numerical cognition. |
| Q59335815 | Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics |
| Q42036821 | Using cognitive training studies to unravel the mechanisms by which the approximate number system supports symbolic math ability |
| Q96640507 | Visual sense of number vs. sense of magnitude in humans and machines |
| Q64114996 | Visuo-spatial (but not verbal) executive working memory capacity modulates susceptibility to non-numerical visual magnitudes during numerosity comparison |
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