Literature DB >> 8657170

Evaluating the breadth and depth of training effects when central conceptual structures are taught.

S Griffin, R Case.   

Abstract

Mesh:

Year:  1996        PMID: 8657170     DOI: 10.1111/j.1540-5834.1996.tb00538.x

Source DB:  PubMed          Journal:  Monogr Soc Res Child Dev        ISSN: 0037-976X


× No keyword cloud information.
  6 in total

1.  Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling.

Authors:  Camilla K Gilmore; Shannon E McCarthy; Elizabeth S Spelke
Journal:  Cognition       Date:  2010-03-27

2.  Abstract number and arithmetic in preschool children.

Authors:  Hilary Barth; Kristen La Mont; Jennifer Lipton; Elizabeth S Spelke
Journal:  Proc Natl Acad Sci U S A       Date:  2005-09-19       Impact factor: 11.205

3.  When is four far more than three? Children's generalization of newly acquired number words.

Authors:  Yi Ting Huang; Elizabeth Spelke; Jesse Snedeker
Journal:  Psychol Sci       Date:  2010-03-09

4.  What exactly do numbers mean?

Authors:  Yi Ting Huang; Elizabeth Spelke; Jesse Snedeker
Journal:  Lang Learn Dev       Date:  2013-01-01

5.  Symbolic number: the integration of magnitude and spatial representations in children aged 6 to 8 years.

Authors:  Sonia L J White; Dénes Szűcs; Fruzsina Soltész
Journal:  Front Psychol       Date:  2012-01-03

Review 6.  Mathematical difficulties as decoupling of expectation and developmental trajectories.

Authors:  Janet F McLean; Elena Rusconi
Journal:  Front Hum Neurosci       Date:  2014-02-06       Impact factor: 3.169

  6 in total

北京卡尤迪生物科技股份有限公司 © 2022-2023.