Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect
Author:
Affiliation:
1. University of Warsaw Warsaw Poland
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.13322
Reference50 articles.
1. Brain areas associated with numbers and calculations in children: Meta-analyses of fMRI studies
2. Approximate arithmetic training does not improve symbolic math in third and fourth grade children
3. Does 1 + 1 = 2nd? The relations between children’s understanding of ordinal position and their arithmetic performance
4. Over-estimation in numerosity estimation tasks: More than an attentional bias?
5. Human Infants' Preference for Left-to-Right Oriented Increasing Numerical Sequences
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1. Numbers, space, and spatial attention: Operational momentum in non-symbolic and symbolic mental arithmetic, and number-line estimation in preschool children;Learning and Individual Differences;2024-07
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