Published in Cognition on January 08, 2007
Number sense across the lifespan as revealed by a massive Internet-based sample. Proc Natl Acad Sci U S A (2012) 2.14
Preschool acuity of the approximate number system correlates with school math ability. Dev Sci (2011) 1.91
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Grammatical morphology as a source of early number word meanings. Proc Natl Acad Sci U S A (2013) 0.89
How number-space relationships are assessed before formal schooling: A taxonomy proposal. Front Psychol (2014) 0.88
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Number-concept acquisition and general vocabulary development. Child Dev (2012) 0.86
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Find the picture of eight turtles: a link between children's counting and their knowledge of number word semantics. J Exp Child Psychol (2011) 0.86
The idea of an exact number: children's understanding of cardinality and equinumerosity. Cogn Sci (2013) 0.84
Quantitative deficits of preschool children at risk for mathematical learning disability. Front Psychol (2013) 0.83
Development of spatial preferences for counting and picture naming. Psychol Res (2014) 0.82
Counting or chunking? Mathematical and heuristic abilities in patients with corticobasal syndrome and posterior cortical atrophy. Neuropsychologia (2014) 0.82
What exactly do numbers mean? Lang Learn Dev (2013) 0.81
Toward exact number: young children use one-to-one correspondence to measure set identity but not numerical equality. Cogn Psychol (2014) 0.81
Learning that classifiers count: Mandarin-speaking children's acquisition of sortal and mensural classifiers. J East Asian Ling (2010) 0.80
Magnitude representations in Williams syndrome: differential acuity in time, space and number processing. PLoS One (2013) 0.79
Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities. Front Psychol (2016) 0.79
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Young children's understanding of "more" and discrimination of number and surface area. J Exp Psychol Learn Mem Cogn (2012) 0.79
Spatial and numerical abilities without a complete natural language. Neuropsychologia (2010) 0.79
Symbolic number abilities predict later approximate number system acuity in preschool children. PLoS One (2014) 0.79
Using infrared eye-tracking to explore ordinal numerical processing in toddlers with Fragile X Syndrome. J Neurodev Disord (2013) 0.79
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On the relation between grammatical number and cardinal numbers in development. Front Psychol (2014) 0.77
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Young children 'solve for x' using the Approximate Number System. Dev Sci (2014) 0.77
Evidence for distinct magnitude systems for symbolic and non-symbolic number. Psychol Res (2015) 0.77
The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition. Front Psychol (2015) 0.77
Connecting numbers to discrete quantification: a step in the child's construction of integer concepts. Cognition (2013) 0.76
Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers. PLoS One (2016) 0.76
Understanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development. Dev Sci (2014) 0.76
Does the approximate number system serve as a foundation for symbolic mathematics? Lang Learn Dev (2017) 0.75
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Young children's interpretation of multidigit number names: from emerging competence to mastery. Child Dev (2013) 0.75
Preschoolers' dot enumeration abilities are markers of their arithmetic competence. PLoS One (2014) 0.75
The Faculty of Language Integrates the Two Core Systems of Number. Front Psychol (2017) 0.75
Children acquire the later-greater principle after the cardinal principle. Br J Dev Psychol (2013) 0.75
Effects of Non-Symbolic Approximate Number Practice on Symbolic Numerical Abilities in Pakistani Children. PLoS One (2016) 0.75
Kindergartners' fluent processing of symbolic numerical magnitude is predicted by their cardinal knowledge and implicit understanding of arithmetic 2years earlier. J Exp Child Psychol (2016) 0.75
The precision of mapping between number words and the approximate number system predicts children's formal math abilities. J Exp Child Psychol (2016) 0.75
Improving Preschoolers' Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training. PLoS One (2016) 0.75
Electrophysiological evidence for the involvement of the approximate number system in preschoolers' processing of spoken number words. J Cogn Neurosci (2014) 0.75
Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners. Cogn Psychol (2016) 0.75
Between-group competition elicits within-group cooperation in children. Sci Rep (2017) 0.75
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Re-visiting the competence/performance debate in the acquisition of the counting principles. Cogn Psychol (2005) 2.08
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Giving the boot to the bootstrap: how not to learn the natural numbers. Cognition (2006) 2.00
On the limits of infants' quantification of small object arrays. Cognition (2004) 2.00
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Chronometric studies of numerical cognition in five-month-old infants. Cognition (2005) 0.98
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On the limits of infants' quantification of small object arrays. Cognition (2004) 2.00
How counting represents number: what children must learn and when they learn it. Cognition (2008) 1.78
Big and mighty: preverbal infants mentally represent social dominance. Science (2011) 1.53
Evidence for a non-linguistic distinction between singular and plural sets in rhesus monkeys. Cognition (2008) 1.52
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Consequences of "minimal" group affiliations in children. Child Dev (2011) 1.47
Knowing who dunnit: Infants identify the causal agent in an unseen causal interaction. Dev Psychol (2007) 1.36
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On the relation between the acquisition of singular-plural morpho-syntax and the conceptual distinction between one and more than one. Dev Sci (2007) 1.34
Improbable or impossible? How children reason about the possibility of extraordinary events. Child Dev (2007) 1.29
The role of inferences about referential intent in word learning: evidence from autism. Cognition (2005) 1.25
Of substance: the nature of language effects on entity construal. Cogn Psychol (2009) 1.19
Objects are individuals but stuff doesn't count: perceived rigidity and cohesiveness influence infants' representations of small groups of discrete entities. Cognition (2002) 1.11
The long and the short of it: on the nature and origin of functional overlap between representations of space and time. Cognition (2010) 1.09
The development of intent-based moral judgment. Cognition (2013) 1.09
Infants' causal representations of state change events. Cogn Psychol (2010) 1.07
Near-infrared spectroscopy shows right parietal specialization for number in pre-verbal infants. Neuroimage (2010) 1.04
Surveying the RHIO landscape. A description of current RHIO models, with a focus on patient identification. J AHIMA (2006) 1.02
Does the conceptual distinction between singular and plural sets depend on language? Dev Psychol (2009) 1.00
Toddlers' referential understanding of pictures. J Exp Child Psychol (2009) 0.98
The perception of causality in infancy. Acta Psychol (Amst) (2006) 0.98
The emergence of kind-based object individuation in infancy. Cogn Psychol (2004) 0.95
Spontaneous representations of small numbers of objects by rhesus macaques: examinations of content and format. Cogn Psychol (2003) 0.95
Determinants of exercise encouragement practices in hemodialysis staff. Nephrol Nurs J (2004) 0.94
Children's multiplicative transformations of discrete and continuous quantities. J Exp Child Psychol (2009) 0.92
Reasoning about 'irrational' actions: when intentional movements cannot be explained, the movements themselves are seen as the goal. Cognition (2013) 0.89
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Characterizing scale-dependent community assembly using the functional-diversity--area relationship. Ecology (2013) 0.89
Acquisition of singular-plural morphology. Dev Psychol (2009) 0.84
Never getting to zero: Elementary school students' understanding of the infinite divisibility of number and matter. Cogn Psychol (2005) 0.84
Inflammatory markers are unrelated to physical activity, performance, and functioning in hemodialysis. J Ren Nutr (2002) 0.81
Five-month-old infants know humans are solid, like inanimate objects. Cognition (2005) 0.78
Grey parrot number acquisition: the inference of cardinal value from ordinal position on the numeral list. Cognition (2012) 0.78
Why the verbal counting principles are constructed out of representations of small sets of individuals: a reply to Gallistel. Cognition (2007) 0.77
The effect of executive function on biological reasoning in young children: an individual differences study. Child Dev (2013) 0.77
Inflammatory markers are unrelated to physical activity, performance, and functioning in hemodialysis. Adv Ren Replace Ther (2003) 0.76
Understanding the HIE landscape. J AHIMA (2010) 0.75
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