| scholarly article | Q13442814 |
| P2093 | author name string | Amandine Van Rinsveld | |
| Mathieu Guillaume | |||
| P2860 | cites work | Methodological aspects to be considered when measuring the approximate number system (ANS) - a research review | Q26822068 |
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| Number sense in infancy predicts mathematical abilities in childhood | Q30557383 | ||
| Compressive mapping of number to space reflects dynamic encoding mechanisms, not static logarithmic transform | Q30579466 | ||
| The association between higher education and approximate number system acuity | Q33658989 | ||
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| On the psychophysical law | Q33969479 | ||
| The role of ANS acuity and numeracy for the calibration and the coherence of subjective probability judgments | Q34003927 | ||
| Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia | Q34109432 | ||
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| Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). | Q34193095 | ||
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| Fraction magnitude understanding and its unique role in predicting general mathematics achievement at two early stages of fraction instruction | Q47275304 | ||
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| Nonsymbolic numerical magnitude comparison: reliability and validity of different task variants and outcome measures, and their relationship to arithmetic achievement in adults | Q48000497 | ||
| Assessing the Approximate Number System: no relation between numerical comparison and estimation tasks | Q48047064 | ||
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| Numerical ordering ability mediates the relation between number-sense and arithmetic competence | Q48942512 | ||
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| Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities. | Q50546098 | ||
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| Can approximate mental calculation account for operational momentum in addition and subtraction? | Q50661391 | ||
| Acuity of the approximate number system and preschoolers' quantitative development. | Q50690641 | ||
| Number skills are maintained in healthy ageing. | Q50695895 | ||
| Compromised approximate number system acuity in school-aged children born extremely preterm. | Q50734028 | ||
| Separate mechanisms for perception of numerosity and density. | Q51138966 | ||
| Non-verbal numerical cognition: from reals to integers. | Q51645609 | ||
| Generating nonsymbolic number stimuli. | Q51869761 | ||
| The neural basis of the Weber–Fechner law: a logarithmic mental number line | Q51949317 | ||
| Non-symbolic arithmetic in adults and young children. | Q51974603 | ||
| A probabilistic model for the discrimination of visual number | Q70524344 | ||
| Hysteresis affects approximate number discrimination in young children | Q85482274 | ||
| Is psychology suffering from a replication crisis? What does "failure to replicate" really mean? | Q34493028 | ||
| In how many ways is the approximate number system associated with exact calculation? | Q34542010 | ||
| 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 | ||
| Developmental change in the acuity of approximate number and area representations | Q35298921 | ||
| Young children's understanding of "more" and discrimination of number and surface area. | Q35299214 | ||
| Preschool acuity of the approximate number system correlates with school math ability | Q35917179 | ||
| Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers | Q35989872 | ||
| Individual differences in algebraic cognition: Relation to the approximate number and semantic memory systems | Q36021703 | ||
| Dot Display Affects Approximate Number System Acuity and Relationships with Mathematical Achievement and Inhibitory Control | Q36022180 | ||
| Comment on "Log or linear? Distinct intuitions of the number scale in Western and Amazonian indigene cultures". | Q36087312 | ||
| A Systematic Investigation of Accuracy and Response Time Based Measures Used to Index ANS Acuity | Q36135859 | ||
| Effects of Non-Symbolic Approximate Number Practice on Symbolic Numerical Abilities in Pakistani Children | Q36169016 | ||
| The influence of math anxiety on symbolic and non-symbolic magnitude processing | Q36208835 | ||
| Education enhances the acuity of the nonverbal approximate number system | Q36288100 | ||
| Eye movements reveal distinct encoding patterns for number and cumulative surface area in random dot arrays | Q36302379 | ||
| Intuitive sense of number correlates with math scores on college-entrance examination | Q36390781 | ||
| Nonsymbolic number and cumulative area representations contribute shared and unique variance to symbolic math competence | Q36414878 | ||
| Effects of Presentation Type and Visual Control in Numerosity Discrimination: Implications for Number Processing? | Q36524464 | ||
| Significant Inter-Test Reliability across Approximate Number System Assessments | Q36661030 | ||
| Modeling the approximate number system to quantify the contribution of visual stimulus features | Q36797025 | ||
| Quantitative deficits of preschool children at risk for mathematical learning disability | Q36847696 | ||
| Is Approximate Number Precision a Stable Predictor of Math Ability? | Q36954966 | ||
| Why do we differ in number sense? Evidence from a genetically sensitive investigation. | Q37671540 | ||
| Sensory-integration system rather than approximate number system underlies numerosity processing: A critical review | Q38820112 | ||
| Recent is more: A negative time-order effect in nonsymbolic numerical judgment | Q38927083 | ||
| From 'sense of number' to 'sense of magnitude' - The role of continuous magnitudes in numerical cognition | Q38928846 | ||
| Concurrent validity of approximate number sense tasks in adults and children | Q39184549 | ||
| Indexing the approximate number system. | Q39289607 | ||
| Approximate number sense, symbolic number processing, or number-space mappings: what underlies mathematics achievement? | Q39497479 | ||
| The Approximate Number System Acuity Redefined: A Diffusion Model Approach | Q40142131 | ||
| The role of numeracy and approximate number system acuity in predicting value and probability distortion | Q40503979 | ||
| Probing the nature of deficits in the 'Approximate Number System' in children with persistent Developmental Dyscalculia | Q40676769 | ||
| Arithmetic Training Does Not Improve Approximate Number System Acuity | Q41571041 | ||
| Aging and the number sense: preserved basic non-symbolic numerical processing and enhanced basic symbolic processing. | Q41584062 | ||
| The precision of mapping between number words and the approximate number system predicts children's formal math abilities | Q41647640 | ||
| Developmental changes in the association between approximate number representations and addition skills in elementary school children | Q42099878 | ||
| Visual stimulus parameters seriously compromise the measurement of approximate number system acuity and comparative effects between adults and children | Q43085919 | ||
| P275 | copyright license | Creative Commons Attribution 4.0 International | Q20007257 |
| P6216 | copyright status | copyrighted | Q50423863 |
| P407 | language of work or name | English | Q1860 |
| P921 | main subject | general psychology | Q1361345 |
| P304 | page(s) | 1694 | |
| P577 | publication date | 2018-01-01 | |
| P1433 | published in | Frontiers in Psychology | Q2794477 |
| P1476 | title | Comparing Numerical Comparison Tasks: A Meta-Analysis of the Variability of the Weber Fraction Relative to the Generation Algorithm | |
| P478 | volume | 9 |
| Q101038889 | A robust electrophysiological marker of spontaneous numerical discrimination |
| Q94545010 | Cognitive Research and Mathematics Education-How Can Basic Research Reach the Classroom? |
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