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1
The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: evidence for a segmented linear model
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 99 (2008) 1, 1-17
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2
Working memory and arithmetic calculation in children: the contributory roles of processing speed, short-term memory, and reading
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 99 (2008) 4, 288-308
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3
Strategies in subtraction problem solving in children
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 99 (2008) 4, 233-251
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4
A microgenetic study of insightful problem solving
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 99 (2008) 3, 210-232
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5
Representational change and children's numerical estimation
In: Cognitive psychology. - Amsterdam : Elsevier 55 (2007) 3, 169-195
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6
Differential emergence of representational systems: drawings, letters, and numerals
In: Cognitive development. - Amsterdam [u.a.] : Elsevier Science 22 (2007) 2, 244-257
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7
The representation of multiplication facts: developmental changes in the problem size, five, and tie effects
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 94 (2006) 1, 43-56
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8
Re-visiting the competence/performance debate in the acquisition of the counting principles
In: Cognitive psychology. - Amsterdam : Elsevier 52 (2006) 2, 130-169
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9
Evidence of amodal representation of small numbers across visuo-tactile modalities in 5-month-old infants
In: Cognitive development. - Amsterdam [u.a.] : Elsevier Science 21 (2006) 2, 81-92
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10
"Because it's there!" Why some children count, rather than infer numerical relationships
In: Cognitive development. - Amsterdam [u.a.] : Elsevier Science 20 (2005) 3, 472-491
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11
Children's strategies in numerosity judgment
In: Cognitive development. - Amsterdam [u.a.] : Elsevier Science 20 (2005) 3, 448-471
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12
Do young children acquire number words through subitizing or counting?
In: Cognitive development. - Amsterdam [u.a.] : Elsevier Science 19 (2004) 3, 291-307
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13
What makes counting count? : Verbal and visuo-spatial contributions to typical and atypical number development
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 85 (2003) 1, 50-62
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14
Sources of individual differences in fraction skills
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 86 (2003) 4, 277-302
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15
Use of the mathematical principle of inversion in young children
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 85 (2003) 2, 89-102
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16
Arithmetic fact mastery in young children : a longitudinal investigation
In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 85 (2003) 2, 103-119
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17
Young children's understanding of oddity: reducing complexity by simple oddity and 'most different' strategies
In: Cognitive development. - Amsterdam [u.a.] : Elsevier Science 18 (2003) 1, 1-23
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18
Iconic and non-iconic stages in number development : the role of language
In: Trends in cognitive sciences. - Amsterdam [u.a.] : Elsevier Science 7 (2003) 9, 385-390
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19
Atypal trajectories of number development : a neuroconstructivist perspective
In: Trends in cognitive sciences. - Amsterdam [u.a.] : Elsevier Science 6 (2002) 12, 511-516
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20
Computational evidence for the foundations of numerical competence : report
In: Developmental science. - Oxford [u.a.] : Wiley-Blackwell 1 (1998) 1, 71-78
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