| scholarly article | Q13442814 |
| P356 | DOI | 10.1111/J.1467-7687.2010.00962.X |
| P698 | PubMed publication ID | 21159094 |
| P2093 | author name string | Hilary C Barth | |
| Annie M Paladino | |||
| P2860 | cites work | Likelihood ratios: a simple and flexible statistic for empirical psychologists. | Q53625971 |
| P433 | issue | 1 | |
| P407 | language of work or name | English | Q1860 |
| P304 | page(s) | 125-135 | |
| P577 | publication date | 2011-01-01 | |
| P1433 | published in | Developmental Science | Q15710151 |
| P1476 | title | The development of numerical estimation: evidence against a representational shift | |
| P478 | volume | 14 |
| Q50654310 | 123s and ABCs: developmental shifts in logarithmic-to-linear responding reflect fluency with sequence values. |
| Q58102173 | A Mathematical Model of How People Solve Most Variants of the Number-Line Task |
| Q53477096 | A systematic investigation of the link between rational number processing and algebra ability. |
| Q42087020 | Adults' number-line estimation strategies: evidence from eye movements |
| Q40719024 | An integration of competing accounts on children's number line estimation |
| Q49659540 | Are Books Like Number Lines? Children Spontaneously Encode Spatial-Numeric Relationships in a Novel Spatial Estimation Task. |
| Q50664162 | Assessing "economic value": symbolic-number mappings predict risky and riskless valuations. |
| Q34515627 | Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills |
| Q48330678 | Benchmark-based strategies in whole number line estimation |
| Q47716075 | Bias and ignorance in demographic perception |
| Q50532777 | Categories of Large Numbers in Line Estimation. |
| Q42633281 | Charting the role of the number line in mathematical development. |
| Q35630332 | Children's cognitive representation of the mathematical number line |
| Q30826965 | Children's number-line estimation shows development of measurement skills (not number representations) |
| Q90675135 | Cognitive and Neural Effects of a Brief Nonsymbolic Approximate Arithmetic Training in Healthy First Grade Children |
| Q91640449 | Comparing Symbolic and Nonsymbolic Number Lines: Consistent Effects of Notation Across Output Measures |
| Q39399548 | Comparing apples and pears in studies on magnitude estimations |
| Q55427236 | Counting and Number Line Trainings in Kindergarten: Effects on Arithmetic Performance and Number Sense. |
| Q50495315 | Dealing with Big Numbers: Representation and Understanding of Magnitudes Outside of Human Experience. |
| Q47719130 | Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties. |
| Q39375786 | Development of numerical processing in children with typical and dyscalculic arithmetic skills-a longitudinal study |
| Q52655250 | Developmental Changes in the Effect of Active Left and Right Head Rotation on Random Number Generation. |
| Q50454352 | Developmental changes in the whole number bias |
| Q44274645 | Dissociating number line estimations from underlying numerical representations |
| Q47595457 | Distinct Representations of Magnitude and Spatial Position within Parietal Cortex during Number-Space Mapping |
| Q89655588 | Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children |
| Q42166372 | Elementary school children's attentional biases in physical and numerical space |
| Q60046656 | Estimating everyday risk: Subjective judgments are related to objective risk, mapping of numerical magnitudes and previous experience |
| Q51191838 | Estimating large numbers. |
| Q40998640 | Evaluating the Effect of Labeled Benchmarks on Children's Number Line Estimation Performance and Strategy Use. |
| Q30453520 | Examining the presence and determinants of operational momentum in childhood |
| Q35225071 | Fast or slow? Compressions (or not) in number-to-line mappings |
| Q124053651 | Fine motor skills and finger gnosia contribute to preschool children's numerical competencies |
| Q50549801 | Finger Counting and (2D:4D) Digit Ratio in Spatial-Numerical Association. |
| Q50565719 | Fractions We Cannot Ignore: The Nonsymbolic Ratio Congruity Effect. |
| Q47858281 | From continuous magnitudes to symbolic numbers: The centrality of ratio. |
| Q30277905 | How feedback improves children's numerical estimation |
| Q33646935 | How number-space relationships are assessed before formal schooling: A taxonomy proposal |
| Q47618218 | How to estimate how well people estimate: evaluating measures of individual differences in the approximate number system. |
| Q36021703 | Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems |
| Q45999954 | Inference and association in children's early numerical estimation. |
| Q38723603 | Insights into numerical cognition: considering eye-fixations in number processing and arithmetic |
| Q51216077 | Knowledge on the line: manipulating beliefs about the magnitudes of symbolic numbers affects the linearity of line estimation tasks. |
| Q36484643 | Learning Linear Spatial-Numeric Associations Improves Accuracy of Memory for Numbers |
| Q47575114 | Learning from where 'eye' remotely look or point: impact on number line estimation error in adults |
| Q50778073 | Learning without representational change: development of numerical estimation in individuals with Williams syndrome. |
| Q61800148 | Linear Spatial-Numeric Associations Aid Memory for Single Numbers |
| Q100958659 | Logarithmic encoding of ensemble time intervals |
| Q38807415 | Magnitude knowledge: the common core of numerical development |
| Q60924581 | Materials count: Linear-spatial materials improve young children's addition strategies and accuracy, irregular arrays don't |
| Q48103820 | Multiplication facts and the mental number line: evidence from unbounded number line estimation |
| Q92969805 | Natural Alternatives to Natural Number: The Case of Ratio |
| Q41684786 | Number Line Estimation Predicts Mathematical Skills: Difference in Grades 2 and 4. |
| Q38652140 | Number Sense and Mathematics: Which, When and How? |
| Q36783074 | Number line estimation strategies in children with mathematical learning difficulties measured by eye tracking |
| Q35586670 | Numerical Estimation in Children With Autism |
| Q59798897 | Numerical and Non-numerical Predictors of First Graders’ Number-Line Estimation Ability |
| Q42750375 | Numerical bias in bounded and unbounded number line tasks |
| Q90728925 | On the linear representation of numbers: evidence from a new two-numbers-to-two positions task |
| Q50659284 | On the relation between the mental number line and arithmetic competencies. |
| Q38872763 | Place-value understanding in number line estimation predicts future arithmetic performance |
| Q51134202 | Possible number systems. |
| Q35935177 | Representational change and strategy use in children's number line estimation during the first years of primary school. |
| Q61798791 | Response: Commentary: The Developmental Trajectory of the Operational Momentum Effect |
| Q47997621 | Sex differences in number line estimation: The role of numerical estimation. |
| Q34279101 | Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill |
| Q33911525 | Sources of individual differences in children's understanding of fractions |
| Q40116293 | Spatial displacement of numbers on a vertical number line in spatial neglect |
| Q46965497 | Spatial estimation: a non-Bayesian alternative |
| Q34163414 | Spatial intuition in elementary arithmetic: a neurocomputational account |
| Q40689342 | Strategies in unbounded number line estimation? Evidence from eye-tracking. |
| Q58554558 | Task Constraints Affect Mapping From Approximate Number System Estimates to Symbolic Numbers |
| Q30443144 | The Contributions of Domain-General and Numerical Factors to Third-Grade Arithmetic Skills and Mathematical Learning Disability |
| Q93386867 | The Development of Symbolic and Non-Symbolic Number Line Estimations: Three Developmental Accounts Contrasted Within Cross-Sectional and Longitudinal Data |
| Q90675376 | The Developmental Trajectory of the Operational Momentum Effect |
| Q64111925 | The Importance of Ordinal Information in Interpreting Number/Letter Line Data |
| Q57073858 | The Use of Local and Global Ordering Strategies in Number Line Estimation in Early Childhood |
| Q48462431 | The effects of cross-sensory attentional demand on subitizing and on mapping number onto space |
| Q37662108 | The graded and dichotomous nature of visual awareness |
| Q50655003 | The log-linear response function of the bounded number-line task is unrelated to the psychological representation of quantity. |
| Q48503579 | The mental representation of the magnitude of symbolic and nonsymbolic ratios in adults |
| Q51535549 | The powers of noise-fitting: reply to Barth and Paladino. |
| Q41647640 | The precision of mapping between number words and the approximate number system predicts children's formal math abilities |
| Q38594773 | Thinking about quantity: the intertwined development of spatial and numerical cognition |
| Q50520538 | Training the equidistant principle of number line spacing. |
| Q64095051 | Unbounded number line estimation as a measure of numerical estimation |
| Q37500997 | Unbounding the mental number line-new evidence on children's spatial representation of numbers |
| Q58699355 | Understanding arithmetic concepts: The role of domain-specific and domain-general skills |
| Q55411588 | Use of feedback to improve mental number line representations in primary care clinics. |
| Q48062014 | Working memory and number line representations in single-digit addition: Approximate versus exact, nonsymbolic versus symbolic. |
Search more.