| P2093 | author name string | Ulf Träff | |
| | Kenny Skagerlund | |
| P2860 | cites work | DSM-5 | Q3064664 |
| | Core systems of number | Q28271018 |
| | Three parietal circuits for number processing | Q28296068 |
| | One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles | Q28660860 |
| | Varieties of numerical abilities | Q29012934 |
| | Training the approximate number system improves math proficiency | Q30550924 |
| | Neuroanatomical correlates of developmental dyscalculia: combined evidence from morphometry and tractography | Q33552280 |
| | Developmental dyscalculia: heterogeneity might not mean different mechanisms. | Q34015599 |
| | 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 |
| | Dyscalculia: from brain to education | Q34187686 |
| | Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). | Q34193095 |
| | The development of numerical estimation: evidence for multiple representations of numerical quantity | Q34196218 |
| | Time required for judgements of numerical inequality | Q34244272 |
| | Stable individual differences in number discrimination in infancy | Q34250914 |
| | Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students | Q34321347 |
| | Number and language: how are they related? | Q34382740 |
| | Rapid "automatized" naming (R.A.N): dyslexia differentiated from other learning disabilities | Q34491762 |
| | Basic numerical skills in children with mathematics learning disabilities: a comparison of symbolic vs non-symbolic number magnitude processing | Q34495844 |
| | Dyslexia and dyscalculia: two learning disorders with different cognitive profiles. | Q34978062 |
| | Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model | Q35627315 |
| | Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability | Q35629432 |
| | Development of number line representations in children with mathematical learning disability | Q35629463 |
| | Preverbal and verbal counting and computation | Q35759416 |
| | Malleability of the approximate number system: effects of feedback and training | Q35898530 |
| | Mathematics and learning disabilities | Q35922477 |
| | Early identification and interventions for students with mathematics difficulties | Q36240620 |
| | Number development and developmental dyscalculia | Q36990659 |
| | Arithmetic fact mastery in young children: a longitudinal investigation | Q37468595 |
| | Neuroscience of learning arithmetic--evidence from brain imaging studies. | Q37476016 |
| | Links Between the Intuitive Sense of Number and Formal Mathematics Ability | Q37478555 |
| | Prefrontal cortex and the evolution of symbolic reference | Q37485216 |
| | Neurocognitive start-up tools for symbolic number representations. | Q37807633 |
| | The "where" and "what" in developmental dyscalculia | Q37939982 |
| | Symbol processing in the left angular gyrus: evidence from passive perception of digits | Q38490401 |
| | Domain-specific and domain-general changes in children's development of number comparison | Q42597773 |
| | Placing order in space: the SNARC effect in serial learning | Q47430368 |
| | Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study | Q48162022 |
| | Pathways to Mathematics: Longitudinal Predictors of Performance | Q48171685 |
| | Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties | Q48176240 |
| | Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals | Q48176455 |
| | Children's mapping between symbolic and nonsymbolic representations of number | Q48289825 |
| | Numerical magnitude representations influence arithmetic learning | Q48325026 |
| | Mapping numerical magnitudes onto symbols: the numerical distance effect and individual differences in children's mathematics achievement | Q48340857 |
| | Cognitive arithmetic and problem solving: a comparison of children with specific and general mathematics difficulties | Q48736660 |
| | Developmental change in the acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adults | Q48924847 |
| | Meta-analyses of developmental fMRI studies investigating typical and atypical trajectories of number processing and calculation. | Q49044439 |
| | Numerical and nonnumerical estimation in children with and without mathematical learning disabilities. | Q51489346 |
| | Typical and atypical development of basic numerical skills in elementary school. | Q51841432 |
| | Core information processing deficits in developmental dyscalculia and low numeracy. | Q51868907 |
| | Impaired parietal magnitude processing in developmental dyscalculia. | Q51898252 |
| | Numbers and space: a cognitive illusion? | Q51927672 |
| | Math learning disorder: incidence in a population-based birth cohort, 1976-82, Rochester, Minn. | Q51964274 |
| | Large number discrimination in 6-month-old infants. | Q51979414 |
| | Representation and retrieval of arithmetical facts: developmental difficulties. | Q52011010 |
| | Numerical and arithmetical cognition: patterns of functions and deficits in children at risk for a mathematical disability. | Q52031593 |
| | Numerical distance effect in developmental dyscalculia | Q56336204 |
| P433 | issue | 1 | |
| P921 | main subject | dyscalculia | Q742672 |
| | fatal familial insomnia | Q862872 |
| P304 | page(s) | 36-50 | |
| P577 | publication date | 2014-03-05 | |
| P1433 | published in | Journal of Learning Disabilities | Q15708859 |
| P1476 | title | Number Processing and Heterogeneity of Developmental Dyscalculia: Subtypes With Different Cognitive Profiles and Deficits. | |
| P478 | volume | 49 | |