Children's attention to numerical quantities relates to verbal number knowledge: An introduction to the Build‐A‐Train task-Reference-Cited by-同舟云学术

Children's attention to numerical quantities relates to verbal number knowledge: An introduction to the Build‐A‐Train task

Published:2021-12-22 Issue: Volume: Page:
ISSN:1363-755X
Container-title:Developmental Science
language:en
Short-container-title:Developmental Science

Author:

Sokolowski H. Moriah¹²,Merkley Rebecca³,Kingissepp Sarah Samantha Bray²,Vaikuntharajan Praja²,Ansari Daniel²

Affiliation:

1. Rotman Research Institute Baycrest Hospital Toronto Ontario Canada

2. Department of Psychology, Faculty of Education, Brain and Mind Institute University of Western Ontario London Ontario Canada

3. Department of Cognitive Science Carleton University Ottawa Ontario Canada

Funder

Canadian Institutes of Health Research

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.13211

Reference70 articles.

1. Area vs. density: Influence of visual variables and cardinality knowledge in early number comparison;Abreu‐Mendoza R. A.;Frontiers in Psychology,2013

2. Language, procedures, and the non‐perceptual origin of number word meanings;Barner D.;Journal of Child Language,2017

3. The construct and measurement of spontaneous attention to a number;Baroody A. J.;European Journal of Developmental Psychology,2016

4. Toddlers’ spontaneous attention to number;Baroody A. J.;Mathematical Thinking and Learning,2008

5. Magnitude representations and counting skills in preschool children;Batchelor S.;Mathematical Thinking and Learning,2015

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