| scholarly article | Q13442814 |
| P50 | author | Michelle Hurst | Q86201702 |
| P2093 | author name string | Elizabeth Heller | |
| Sara Cordes | |||
| K Leigh Monahan | |||
| P2860 | cites work | Log or linear? Distinct intuitions of the number scale in Western and Amazonian indigene cultures | Q24656417 |
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| Individual differences in non-verbal number acuity correlate with maths achievement | Q34822858 | ||
| Comment on "Log or linear? Distinct intuitions of the number scale in Western and Amazonian indigene cultures". | Q36087312 | ||
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| Developmental and individual differences in pure numerical estimation | Q48460439 | ||
| A common representational system governed by Weber's law: nonverbal numerical similarity judgments in 6-year-olds and rhesus macaques | Q48483334 | ||
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| Representational change and magnitude estimation: why young children can make more accurate salary comparisons than adults. | Q51874659 | ||
| Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. | Q51901630 | ||
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| The neural basis of the Weber–Fechner law: a logarithmic mental number line | Q51949317 | ||
| Bias in proportion judgments: the cyclical power model. | Q51974899 | ||
| Development of numerical estimation in young children. | Q52000350 | ||
| Numerical subtraction in the pigeon: evidence for a linear subjective number scale. | Q52018894 | ||
| Subtracting pigeons: logarithmic or linear? | Q52059585 | ||
| Scalar expectancy theory and Weber's law in animal timing | Q56269024 | ||
| Multimodel Inference: Understanding AIC and BIC in Model Selection | Q56390541 | ||
| Mental number line, number line estimation, and mathematical achievement: Their interrelations in grades 5 and 6 | Q59195435 | ||
| P433 | issue | 6 | |
| P407 | language of work or name | English | Q1860 |
| P304 | page(s) | 892-904 | |
| P577 | publication date | 2014-03-17 | |
| P1433 | published in | Developmental Science | Q15710151 |
| P1476 | title | 123s and ABCs: developmental shifts in logarithmic-to-linear responding reflect fluency with sequence values | |
| P478 | volume | 17 |
| Q53477096 | A systematic investigation of the link between rational number processing and algebra ability. |
| 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. |
| Q50532777 | Categories of Large Numbers in Line Estimation |
| Q34534956 | Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children |
| Q30277905 | How feedback improves children's numerical estimation |
| Q47916053 | Number comparison and number ordering as predictors of arithmetic performance in adults: Exploring the link between the two skills, and investigating the question of domain-specificity |
| Q90666227 | Spatial complexity facilitates ordinal mapping with a novel symbol set |
| 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 |
| Q38594773 | Thinking about quantity: the intertwined development of spatial and numerical cognition |
| Q55411588 | Use of feedback to improve mental number line representations in primary care clinics. |
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