On the public citation graph

What counts in the development of young children's number knowledge?

https://doi.org/10.1037/a0019671
0 signed · 523 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/(sici)1099-0917(199603)5:1<35::aid-edp113>3.0.co;2-0openalex-snapshot
Number Use at Home by Children and Their Parents and Its Relationship to Early Mathematical Performance
inferredcites →https://doi.org/10.1002/9780470479216.corpsy0649openalex-snapshot
Peabody Picture Vocabulary Test
inferredcites →https://doi.org/10.1006/cogp.1995.1016openalex-snapshot
Words as Invitations to Form Categories: Evidence from 12- to 13-Month-Old Infants
inferredcites →https://doi.org/10.1007/978-1-4612-3754-9openalex-snapshot
Children’s Counting and Concepts of Number
inferredcites →https://doi.org/10.1007/978-1-4684-2532-1openalex-snapshot
Recent Advances in the Psychology of Language
inferredcites →https://doi.org/10.1016/0010-0277(90)90003-3openalex-snapshot
Children's understanding of counting
inferredcites →https://doi.org/10.1016/0010-0285(92)90008-popenalex-snapshot
Children's acquisition of the number words and the counting system
inferredcites →https://doi.org/10.1016/c2009-0-62209-1openalex-snapshot
The Psychology of Learning and Motivation: Advances in Research and Theory
inferredcites →https://doi.org/10.1016/j.cognition.2006.10.005openalex-snapshot
One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles
inferredcites →https://doi.org/10.1016/j.cognition.2008.05.007openalex-snapshot
How counting represents number: What children must learn and when they learn it
inferredcites →https://doi.org/10.1016/j.cogpsych.2004.09.004openalex-snapshot
Relational language and the development of relational mapping
inferredcites →https://doi.org/10.1016/j.cogpsych.2005.07.002openalex-snapshot
Re-visiting the competence/performance debate in the acquisition of the counting principles
inferredcites →https://doi.org/10.1016/j.ecresq.2004.01.002openalex-snapshot
Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention
inferredcites →https://doi.org/10.1016/j.jecp.2008.11.003openalex-snapshot
How Spencer made number: First uses of the number words
inferredcites →https://doi.org/10.1016/s0010-0277(00)00108-6openalex-snapshot
Language and number: a bilingual training study
inferredcites →https://doi.org/10.1016/s0065-2407(05)80011-4openalex-snapshot
Number words and number concepts: The interplay of verbal and nonverbal quantification in early childhood
inferredcites →https://doi.org/10.1016/s0079-7421(08)60294-7openalex-snapshot
A Rational-Constructivist Account of Early Learning About Numbers and Objects
inferredcites →https://doi.org/10.1017/cbo9780511804403openalex-snapshot
Contrasts and Effect Sizes in Behavioral Research
inferredcites →https://doi.org/10.1017/cbo9780511983689openalex-snapshot
Perspectives on Language and Thought
inferredcites →https://doi.org/10.1017/cbo9780511983689.008openalex-snapshot
Language and the career of similarity
inferredcites →https://doi.org/10.1017/s0305000997003188openalex-snapshot
Linguistic cues in the acquisition of number words
inferredcites →https://doi.org/10.1037//0012-1649.28.4.644openalex-snapshot
Differential calculation abilities in young children from middle- and low-income families.
inferredcites →https://doi.org/10.1037//0096-3445.123.3.284openalex-snapshot
A mental model for early arithmetic.
inferredcites →https://doi.org/10.1037/0012-1649.27.2.236openalex-snapshot
Early vocabulary growth: Relation to language input and gender.
inferredcites →https://doi.org/10.1037/0012-1649.42.1.59openalex-snapshot
Preschool children's mathematical knowledge: The effect of teacher "math talk."
inferredcites →https://doi.org/10.1037/0012-1649.43.6.1428openalex-snapshot
School readiness and later achievement.
inferredcites →https://doi.org/10.1037/0022-0663.96.1.130openalex-snapshot
Beginning Reading: The Views of Parents and Teachers of Young Children.
inferredcites →https://doi.org/10.1037/0033-2909.128.2.278openalex-snapshot
Multiple cues for quantification in infancy: Is number one of them?
inferredcites →https://doi.org/10.1037/0096-3445.137.1.22openalex-snapshot
The development of language and abstract concepts: The case of natural number.
inferredcites →https://doi.org/10.1037/h0087330openalex-snapshot
Home literacy activities and their influence on early literacy skills.
inferredcites →https://doi.org/10.1080/0300443971270119openalex-snapshot
The Unique Contribution of Home Literacy Environment to Differences in Early Literacy Skills1
inferredcites →https://doi.org/10.1080/03033910.1995.10558050openalex-snapshot
Counting on the right number: Maternal support for the development of cardinality
inferredcites →https://doi.org/10.1080/10409280801963913openalex-snapshot
“Doing the Math”: Maternal Beliefs About Early Mathematics Versus Language Learning
inferredcites →https://doi.org/10.1080/13803610802249571openalex-snapshot
A contrast analysis approach to change
inferredcites →https://doi.org/10.1097/00004703-200206000-00013openalex-snapshot
Beginning Literacy with Language: Young Children Learning at Home and School
inferredcites →https://doi.org/10.1111/1467-8624.00417openalex-snapshot
Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study
inferredcites →https://doi.org/10.1111/j.0956-7976.2005.00787.xopenalex-snapshot
Linguistic Cues Enhance the Learning of Perceptual Cues
inferredcites →https://doi.org/10.1111/j.1467-8624.1990.tb02792.xopenalex-snapshot
Beginning School Math Competence: Minority and Majority Comparisons
inferredcites →https://doi.org/10.1111/j.1467-8624.1996.tb01816.xopenalex-snapshot
Do Preschool Children Recognize Auditory-Visual Numerical Correspondences?
inferredcites →https://doi.org/10.1111/j.1467-8624.1996.tb01889.xopenalex-snapshot
Comparison and Categorization in the Development of Relational Similarity
inferredcites →https://doi.org/10.1111/j.1467-8624.1998.tb06247.xopenalex-snapshot
Child Development and Emergent Literacy
inferredcites →https://doi.org/10.1111/j.1467-9280.2007.02028.xopenalex-snapshot
Language is not Just for Talking
inferredcites →https://doi.org/10.1111/j.2044-835x.1986.tb01018.xopenalex-snapshot
The social and linguistic context of early number word use
inferredcites →https://doi.org/10.1126/science.1094492openalex-snapshot
Numerical Cognition Without Words: Evidence from Amazonia
inferredcites →https://doi.org/10.1126/science.1102085openalex-snapshot
Exact and Approximate Arithmetic in an Amazonian Indigene Group
inferredcites →https://doi.org/10.1177/074193259801900609openalex-snapshot
Meaningful Differences in the Everyday Experience of Young American Children
inferredcites →https://doi.org/10.1198/jasa.2001.s432openalex-snapshot
Contrasts and Effect Sizes in Behavioral Research: A Correlational Approach
inferredcites →https://doi.org/10.1348/026151007x189109openalex-snapshot
Surface similarity and label knowledge impact early numerical comparisons
inferredcites →https://doi.org/10.14507/er.v0.226openalex-snapshot
Beginning Literacy with Language: Young Children Learning at Home and School.
inferredcites →https://doi.org/10.17226/6023openalex-snapshot
Preventing Reading Difficulties in Young Children
inferredcites →https://doi.org/10.2307/1132208openalex-snapshot
Child Development and Emergent Literacy
inferredcites →https://doi.org/10.2307/1165946openalex-snapshot
Social Class and Racial Influences on Early Mathematical Thinking
inferredcites →https://doi.org/10.2307/1166071openalex-snapshot
Social Processes in Early Number Development
inferredcites →https://doi.org/10.2307/1175067openalex-snapshot
The Child's Understanding of Number
inferredcites →https://doi.org/10.2307/2088144openalex-snapshot
The Child's Conception of Number.
inferredcites →https://doi.org/10.2307/30034954openalex-snapshot
Effects of a Preschool Mathematics Curriculum: Summative Research on the Building Blocks Project
inferredcites →https://doi.org/10.2307/3118763openalex-snapshot
The Child's Conception of Number
inferredcites →https://doi.org/10.2307/748455openalex-snapshot
The Child's Understanding of Number
inferredcites →https://doi.org/10.4135/9781412952644.n336openalex-snapshot
Peabody Picture Vocabulary Test
inferredcites →https://doi.org/10.4324/9780429038990openalex-snapshot
Children’s Numbers
inferredcites →https://doi.org/10.5860/choice.32-2863openalex-snapshot
Classroom lessons: integrating cognitive theory and classroom practice
inferredcites →https://doi.org/10.5860/choice.33-3435openalex-snapshot
Meaningful differences in the everyday experience of young American children
inferredcites →https://doi.org/10.7551/mitpress/1861.003.0007openalex-snapshot
Rightstart: Providing the Central Conceptual Prerequisites for First Formal Learning of Arithmetic to Students at Risk for School Failure
inferredcites →https://doi.org/10.7551/mitpress/4117.003.0017openalex-snapshot
What Makes Us Smart? Core Knowledge and Natural Language

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.2139/ssrn.3162375openalex-extracted
Climate Change Impacts on Urban Planning in the Cities
inferred← citeshttps://doi.org/10.1002/9781119148104.ch2openalex-snapshot
Not All Children Grow Up the Same
inferred← citeshttps://doi.org/10.1002/9781444344035.ch13openalex-snapshot
Recording, Transcribing, and Coding Interaction
inferred← citeshttps://doi.org/10.1002/dev.70080openalex-snapshot
Frontolimbic Connectivity and Threat‐Related Psychopathology: A Data‐Driven Test of Models of Early Adversity
inferred← citeshttps://doi.org/10.1002/icd.1968openalex-snapshot
Parents' Estimations of Preschoolers' Number Skills Relate to at-Home Number-Related Activity Engagement
inferred← citeshttps://doi.org/10.1002/icd.2010openalex-snapshot
Racial/ethnic differences in kindergartners' reading and math skills: Parents' knowledge of children's development and home‐based activities as mediators
inferred← citeshttps://doi.org/10.1002/icd.2061openalex-snapshot
Tap, swipe, and build: Parental spatial input during i P ad® and toy play
inferred← citeshttps://doi.org/10.1002/icd.2271openalex-snapshot
Exploring opportunities for math learning within parent–infant interactions
inferred← citeshttps://doi.org/10.1002/icd.2281openalex-snapshot
It matters how you start: Early numeracy mastery predicts high school math course‐taking and college attendance
inferred← citeshttps://doi.org/10.1002/icd.70001openalex-snapshot
Methods Used to Assess Early Mathematical Skills in 2‐Year‐Olds: A Review of the Literature
inferred← citeshttps://doi.org/10.1002/icd.70043openalex-snapshot
Methods Used to Code Adult‐Child Mathematical Interactions and the Association With Children's Mathematical Skills: A Systematic Review and Meta‐Analysis
inferred← citeshttps://doi.org/10.1002/j.2161-0029.2014.00025.xopenalex-snapshot
Psychological Barriers to STEM Participation for Women Over the Course of Development
inferred← citeshttps://doi.org/10.1002/sop2.5openalex-snapshot
Leveraging Research on Informal Learning to Inform Policy on Promoting Early STEM
inferred← citeshttps://doi.org/10.1007/978-3-030-00491-0_16openalex-snapshot
Synergizing Research on Constructing Number: Themes and Prospects
inferred← citeshttps://doi.org/10.1007/978-3-030-12895-1_3openalex-snapshot
Spatial Learning and Play with Technology: How Parental Spatial Talk Differs Across Contexts
inferred← citeshttps://doi.org/10.1007/978-3-030-34776-5_7openalex-snapshot
Young Children’s Cross-Domain Mapping of Numerosity in Path Navigation
inferred← citeshttps://doi.org/10.1007/978-3-030-72400-9_10openalex-snapshot
Neurocognitive Aspects of Mathematical Achievement in Children
inferred← citeshttps://doi.org/10.1007/978-3-031-31848-1_7openalex-snapshot
A Digital Home Numeracy Practice (DHNP) Model to Understand the Digital Factors Affecting Elementary and Middle School Children’s Mathematics Practice
inferred← citeshttps://doi.org/10.1007/978-3-031-98427-3_5openalex-snapshot
Numerical Cognition
inferred← citeshttps://doi.org/10.1007/978-3-031-98427-3_7openalex-snapshot
The Reification of Number Concepts
inferred← citeshttps://doi.org/10.1007/978-3-319-13838-1_4openalex-snapshot
Measuring Parents’ Involvement in Children’s Education
inferred← citeshttps://doi.org/10.1007/978-3-319-17461-7_192openalex-snapshot
EdTech for “Littles”: Using a Learning Engineering Approach to Create a Digital Math Readiness Program for 2- and 3-Year-Old Children
inferred← citeshttps://doi.org/10.1007/978-3-319-17727-4_192-1openalex-snapshot
EdTech for “Littles”: Using a Learning Engineering Approach to Create a Digital Math Readiness Program for 2- and 3-Year-Old Children
inferred← citeshttps://doi.org/10.1007/978-3-319-43974-7_9openalex-snapshot
Mathematics and Language in the Home Environment
inferred← citeshttps://doi.org/10.1007/978-3-319-97148-3_29openalex-snapshot
Mathematics and Emotions: The Case of Math Anxiety
inferred← citeshttps://doi.org/10.1007/978-3-319-97148-3_31openalex-snapshot
Counting and Basic Numerical Skills
inferred← citeshttps://doi.org/10.1007/978-3-658-43414-4openalex-snapshot
Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence
inferred← citeshttps://doi.org/10.1007/978-3-658-43414-4_6openalex-snapshot
Fostering Early Competence Development Through Home and Preschool Learning Environments—a Summary of Findings from the BiKS-3-18 Study
inferred← citeshttps://doi.org/10.1007/978-94-007-6440-8_2openalex-snapshot
Early Mathematics Learning in Perspective: Eras and Forces of Change
inferred← citeshttps://doi.org/10.1007/978-981-16-0983-1_11openalex-snapshot
Playful Learning Landscapes: Convergence of Education and City Planning
inferred← citeshttps://doi.org/10.1007/978-981-287-215-9_11openalex-snapshot
Partnerships that Support Children’s Mathematics during the Transition to School: Perceptions, Barriers and Opportunities
inferred← citeshttps://doi.org/10.1007/978-981-99-5378-3_3openalex-snapshot
The Science of Mathematics Learning: An Integrative Review of Neuroimaging Data in Developmental Dyscalculia
inferred← citeshttps://doi.org/10.1007/s10212-021-00550-4openalex-snapshot
Can an early mathematical intervention boost the progress of children in kindergarten? A field experiment
inferred← citeshttps://doi.org/10.1007/s10212-025-00999-7openalex-snapshot
The cognitive and environmental predictors of young children’s math abilities: executive function and proximal environment
inferred← citeshttps://doi.org/10.1007/s10212-026-01121-1openalex-snapshot
Supporting the development of early mathematics by targeting different component skills
inferred← citeshttps://doi.org/10.1007/s10566-022-09671-3openalex-snapshot
Assessing Efficacy and Benefit of a Behavioral Math Talk Intervention for Caregivers of Young Children
inferred← citeshttps://doi.org/10.1007/s10643-022-01406-2openalex-snapshot
Latina Mothers’ Cultural Experiences, Beliefs, and Attitudes May Influence Children’s Math Learning
inferred← citeshttps://doi.org/10.1007/s10643-023-01556-xopenalex-snapshot
Enhancing Swedish Toddlers’ Learning Opportunities Through Interactions with Pictures and Narrative Designed for Numerical Learning Purposes
inferred← citeshttps://doi.org/10.1007/s10643-024-01634-8openalex-snapshot
Informal Assessment of Preschool Children’s Concepts of Zero
inferred← citeshttps://doi.org/10.1007/s10643-025-02088-2openalex-snapshot
How to Support “Little Engineers:” Exploring Preschool Parent–Child Talk during an Engineering Bridge Challenge
inferred← citeshttps://doi.org/10.1007/s10649-022-10147-3openalex-snapshot
Teaching toddlers the meaning of numbers—connecting modes of mathematical representations in book reading
inferred← citeshttps://doi.org/10.1007/s10763-019-10015-2openalex-snapshot
Preschool Educators’ Emotional Directions Towards Mathematics
inferred← citeshttps://doi.org/10.1007/s10798-023-09854-6openalex-snapshot
Influencing factors on women in connection with engineering in New Zealand: a triad of lenses
inferred← citeshttps://doi.org/10.1007/s11218-020-09570-2openalex-snapshot
When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year
inferred← citeshttps://doi.org/10.1007/s11229-015-0854-6openalex-snapshot
Learning to represent exact numbers
inferred← citeshttps://doi.org/10.1007/s11409-020-09225-9openalex-snapshot
Confident or familiar? The role of familiarity ratings in adults’ confidence judgments when estimating fraction magnitudes
inferred← citeshttps://doi.org/10.1007/s11423-026-10626-xopenalex-snapshot
A systematic review of using tablet games to promote early math learning in preschool settings: effectiveness and influencing factors
inferred← citeshttps://doi.org/10.1007/s11858-020-01153-xopenalex-snapshot
The development and influencing factors of Kindergarteners’ mathematics problem solving based on cognitive diagnosis assessment
inferred← citeshttps://doi.org/10.1007/s11858-020-01177-3openalex-snapshot
Research on early childhood mathematics teaching and learning
inferred← citeshttps://doi.org/10.1007/s13394-017-0230-6openalex-snapshot
Early mathematical competencies and later achievement: insights from the Longitudinal Study of Australian Children
inferred← citeshttps://doi.org/10.1007/s13394-024-00503-2openalex-snapshot
Teacher–child interactions during shared book reading in the domain of early mathematics
inferred← citeshttps://doi.org/10.1016/b978-0-12-803624-2.00004-7openalex-snapshot
Math Talk Between Children and Mothers and Its Connection to Math-Related Practices in the Home Setting
inferred← citeshttps://doi.org/10.1016/b978-0-12-809324-5.23573-6openalex-snapshot
Mathematical Cognition
inferred← citeshttps://doi.org/10.1016/b978-0-12-815952-1.00004-9openalex-snapshot
Understanding the Link Between the Approximate Number System and Math Abilities
inferred← citeshttps://doi.org/10.1016/b978-0-12-815952-1.00005-0openalex-snapshot
Mathematical Development in the Early Home Environment
inferred← citeshttps://doi.org/10.1016/b978-0-12-815952-1.00007-4openalex-snapshot
Development of Mathematical Language in Preschool and Its Role in Learning Numeracy Skills
inferred← citeshttps://doi.org/10.1016/b978-0-12-817414-2.00013-0openalex-snapshot
Supporting early numeracy: The role of spontaneous mathematical focusing tendencies in learning and instruction
inferred← citeshttps://doi.org/10.1016/b978-0-323-95504-1.00328-8openalex-snapshot
Understanding LENA Technology
inferred← citeshttps://doi.org/10.1016/b978-2-294-73407-6.00003-3openalex-snapshot
Le geste : aspects normaux et troubles développementaux
inferred← citeshttps://doi.org/10.1016/b978-2-294-73407-6.00007-0openalex-snapshot
Le nombre : aspects normaux et troubles développementaux
inferred← citeshttps://doi.org/10.1016/bs.acdb.2024.10.002openalex-snapshot
Contributions of the home math environment to young children's emerging math skills
inferred← citeshttps://doi.org/10.1016/bs.acdb.2025.07.004openalex-snapshot
The role of parenting in children’s math learning: A dual-pathway model
inferred← citeshttps://doi.org/10.1016/j.adolescence.2016.01.004openalex-snapshot
Video gaming and gender differences in digital and printed reading performance among 15‐year‐olds students in 26 countries
inferred← citeshttps://doi.org/10.1016/j.appdev.2013.04.003openalex-snapshot
Mathematics instruction in Head Start: Nature, extent, and contributions to children's learning
inferred← citeshttps://doi.org/10.1016/j.appdev.2019.101072openalex-snapshot
Preschool children's math exploration during play with peers
inferred← citeshttps://doi.org/10.1016/j.appdev.2020.101136openalex-snapshot
Maternal use of math facts to support girls' math during card play
inferred← citeshttps://doi.org/10.1016/j.appdev.2021.101261openalex-snapshot
Associations between parents' number talk and management language with young children
inferred← citeshttps://doi.org/10.1016/j.appdev.2021.101312openalex-snapshot
Math talk during traditional and digital number board game play
inferred← citeshttps://doi.org/10.1016/j.appdev.2021.101320openalex-snapshot
Expectancy-value theory & preschool parental involvement in informal STEM learning
inferred← citeshttps://doi.org/10.1016/j.appdev.2023.101595openalex-snapshot
Math intervention targeting family routines increases parental math talk and math activities
inferred← citeshttps://doi.org/10.1016/j.appdev.2023.101600openalex-snapshot
Family math engagement with preschoolers in rural contexts
inferred← citeshttps://doi.org/10.1016/j.appdev.2025.101827openalex-snapshot
Helping hands: Encouraging parent-child gestures during informal mathematics activities
inferred← citeshttps://doi.org/10.1016/j.appdev.2025.101907openalex-snapshot
Maternal scaffolding and children's mathematical ability: A longitudinal moderated mediation study
inferred← citeshttps://doi.org/10.1016/j.appdev.2026.101951openalex-snapshot
Parental gestural math input and children's math skills: An intervention study
inferred← citeshttps://doi.org/10.1016/j.bscd.2026.100005openalex-snapshot
Participation in extracurricular activities: Associations with preschoolers’ mathematics skills and factors related to parents’ investment
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2015.08.003openalex-snapshot
Decreasing the SES math achievement gap: Initial math proficiency and home learning environments
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102252openalex-snapshot
Uncovering the reciprocal relationship between domain-specific and domain-general skills: Combined numerical and working memory training improves children’s mathematical knowledge
inferred← citeshttps://doi.org/10.1016/j.childyouth.2021.106133openalex-snapshot
Light-touch design enhancements can boost parent engagement in math activities
inferred← citeshttps://doi.org/10.1016/j.cobeha.2022.101228openalex-snapshot
Neurocognitive mechanisms underlying multiplication and subtraction performance in adults and skill development in children: a scoping review
inferred← citeshttps://doi.org/10.1016/j.cogdev.2014.11.002openalex-snapshot
Math talk during informal learning activities in Head Start families
inferred← citeshttps://doi.org/10.1016/j.cogdev.2021.101076openalex-snapshot
Parent and child spontaneous focus on number, mathematical abilities, and mathematical talk during play activities
inferred← citeshttps://doi.org/10.1016/j.cogdev.2021.101145openalex-snapshot
Transparent Vietnamese number-naming system facilitates first graders transcoding – A cross-linguistic study with French
inferred← citeshttps://doi.org/10.1016/j.cogdev.2021.101148openalex-snapshot
Developmental differences in monitoring accuracy and cue use when estimating whole-number and fraction magnitudes
inferred← citeshttps://doi.org/10.1016/j.cogdev.2023.101398openalex-snapshot
Identifying parental math talk styles and relations to child talk and skills
inferred← citeshttps://doi.org/10.1016/j.cogdev.2024.101531openalex-snapshot
Parental attitudes and beliefs about mathematics and the use of gestures in children’s math development
inferred← citeshttps://doi.org/10.1016/j.cogdev.2026.101688openalex-snapshot
Adding on gestures: A brief video intervention for families on the benefits of gestures
inferred← citeshttps://doi.org/10.1016/j.cogdev.2026.101704openalex-snapshot
Mothers’ and fathers’ multimodal behaviors scaffold toddlers’ spatial behaviors
inferred← citeshttps://doi.org/10.1016/j.cogdev.2026.101750openalex-snapshot
Parent mental rotation ability predicts less negation talk with children during 3D construction but not 2D drawing tasks
inferred← citeshttps://doi.org/10.1016/j.cognition.2011.11.005openalex-snapshot
Bootstrapping in a language of thought: A formal model of numerical concept learning
inferred← citeshttps://doi.org/10.1016/j.cognition.2014.08.002openalex-snapshot
Neighborhood linguistic diversity predicts infants’ social learning
inferred← citeshttps://doi.org/10.1016/j.cognition.2015.07.008openalex-snapshot
Gesture as a window onto children’s number knowledge
inferred← citeshttps://doi.org/10.1016/j.cognition.2017.05.033openalex-snapshot
The integration of symbolic and non-symbolic representations of exact quantity in preschool children
inferred← citeshttps://doi.org/10.1016/j.cognition.2019.03.013openalex-snapshot
Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves
inferred← citeshttps://doi.org/10.1016/j.cognition.2020.104243openalex-snapshot
Learning the generative principles of a symbol system from limited examples
inferred← citeshttps://doi.org/10.1016/j.cognition.2022.105067openalex-snapshot
Numerical estrangement and integration between symbolic and non-symbolic numerical information: Task-dependence and its link to math abilities in adults
inferred← citeshttps://doi.org/10.1016/j.cognition.2023.105671openalex-snapshot
Language systematizes attention: How relational language enhances relational representation by guiding attention
inferred← citeshttps://doi.org/10.1016/j.cognition.2026.106503openalex-snapshot
Adults' number gestures focus children on numeracy
inferred← citeshttps://doi.org/10.1016/j.cogpsych.2015.08.006openalex-snapshot
Why is number word learning hard? Evidence from bilingual learners
inferred← citeshttps://doi.org/10.1016/j.compedu.2019.103749openalex-snapshot
Does “Measure Up!” measure up? Evaluation of an iPad app to teach preschoolers measurement concepts
inferred← citeshttps://doi.org/10.1016/j.dcn.2017.07.005openalex-snapshot
Resilience in mathematics after early brain injury: The roles of parental input and early plasticity
inferred← citeshttps://doi.org/10.1016/j.dr.2018.08.001openalex-snapshot
SES disparities in early math abilities: The contributions of parents’ math cognitions, practices to support math, and math talk
inferred← citeshttps://doi.org/10.1016/j.dr.2021.100997openalex-snapshot
Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches
inferred← citeshttps://doi.org/10.1016/j.dr.2022.101046openalex-snapshot
Widening the lens of family math engagement: A conceptual framework and systematic review
inferred← citeshttps://doi.org/10.1016/j.econedurev.2022.102262openalex-snapshot
Engaging girls in math: The unequal effects of text messaging to help parents support early math development
inferred← citeshttps://doi.org/10.1016/j.ecresq.2011.10.003openalex-snapshot
Acquisition of the cardinal word principle: The role of input
inferred← citeshttps://doi.org/10.1016/j.ecresq.2014.04.004openalex-snapshot
Supporting family conversations and children's STEM learning in a children's museum
inferred← citeshttps://doi.org/10.1016/j.ecresq.2015.12.020openalex-snapshot
Mathematics and language: Individual and group differences in mathematical language skills in young children
inferred← citeshttps://doi.org/10.1016/j.ecresq.2016.02.003openalex-snapshot
Which preschool mathematics competencies are most predictive of fifth grade achievement?
inferred← citeshttps://doi.org/10.1016/j.ecresq.2016.10.002openalex-snapshot
Are content and structural features of counting books aligned with research on numeracy development?
inferred← citeshttps://doi.org/10.1016/j.ecresq.2017.01.001openalex-snapshot
Grocery games: How ethnically diverse low-income mothers support children’s reading and mathematics
inferred← citeshttps://doi.org/10.1016/j.ecresq.2017.03.005openalex-snapshot
The research-based balance in early childhood mathematics: A response to Common Core criticisms
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.02.008openalex-snapshot
Digging deeper: Shared deep structures of early literacy and mathematics involve symbolic mapping and relational reasoning
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.03.015openalex-snapshot
Effects of geometric toy design on parent–child interactions and spatial language
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.06.010openalex-snapshot
Expanding the Home Numeracy Model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.06.011openalex-snapshot
Number-based sharing: Conversation about quantity in the context of resource distribution
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.07.009openalex-snapshot
The home math environment: More than numeracy
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.07.011openalex-snapshot
It’s more than just fun and games: Play-based mathematics activities for Head Start families
inferred← citeshttps://doi.org/10.1016/j.ecresq.2018.09.002openalex-snapshot
Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families: Relations to children’s kindergarten achievement
inferred← citeshttps://doi.org/10.1016/j.ecresq.2019.03.002openalex-snapshot
Parents’ and young children’s attention to mathematical features varies across play materials
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.05.002openalex-snapshot
Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.06.003openalex-snapshot
Responsive home numeracy as children progress from kindergarten through Grade 1
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.09.003openalex-snapshot
Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.09.012openalex-snapshot
Direct numeracy activities and early math skills: Math language as a mediator
inferred← citeshttps://doi.org/10.1016/j.ecresq.2020.12.002openalex-snapshot
An early numeracy intervention for first-graders at risk for mathematical learning difficulties
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.05.005openalex-snapshot
Spanking and children's early academic skills: Strengthening causal estimates
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.07.015openalex-snapshot
Math for 2s and 3s: The impact of parent-child math activities on parents’ beliefs and behaviors and young children's math skill development
inferred← citeshttps://doi.org/10.1016/j.ecresq.2022.11.002openalex-snapshot
Adding family math to the equation: Promoting Head Start preschoolers’ mathematics learning at home and school
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.08.010openalex-snapshot
The how many and give-N tasks: Conceptually distinct measures of the cardinality principle
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.10.012openalex-snapshot
The math talk learning environment: Testing an early childhood math intervention
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.11.003openalex-snapshot
Child biological stress and maternal caregiving style are associated with school readiness
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.07.002openalex-snapshot
Words matter: Effect of manipulating storybook texts on parent and child math talk
inferred← citeshttps://doi.org/10.1016/j.ecresq.2024.07.007openalex-snapshot
Parent predictors of the home math environment and associations with toddlers’ math skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.02.002openalex-snapshot
Parental input as a mediating pathway for gender differences in early academic skills
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.02.013openalex-snapshot
Latine caregiver math talk across contexts and its relation to child math outcomes
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.04.002openalex-snapshot
American and Chinese parents’ math talk during numeracy and routine activities: Do parental beliefs matter?
inferred← citeshttps://doi.org/10.1016/j.ecresq.2025.05.005openalex-snapshot
#MathActivities on #SocialMedia: Examining content, design, and alignment with mathematical cognition research
inferred← citeshttps://doi.org/10.1016/j.edurev.2022.100457openalex-snapshot
Mathematical language and mathematical abilities in preschool: A systematic literature review
inferred← citeshttps://doi.org/10.1016/j.infbeh.2022.101779openalex-snapshot
Self-regulation in toddlers and the emergence of pre-academic disparities
inferred← citeshttps://doi.org/10.1016/j.jecp.2012.09.015openalex-snapshot
The approximate number system and its relation to early math achievement: Evidence from the preschool years
inferred← citeshttps://doi.org/10.1016/j.jecp.2014.09.008openalex-snapshot
Approximate number word knowledge before the cardinal principle
inferred← citeshttps://doi.org/10.1016/j.jecp.2015.07.014openalex-snapshot
On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies
inferred← citeshttps://doi.org/10.1016/j.jecp.2016.03.002openalex-snapshot
Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance
inferred← citeshttps://doi.org/10.1016/j.jecp.2017.01.011openalex-snapshot
Understanding sources of individual variability in parents’ number talk with young children
inferred← citeshttps://doi.org/10.1016/j.jecp.2018.07.005openalex-snapshot
Relations between preschoolers’ mathematical language understanding and specific numeracy skills
inferred← citeshttps://doi.org/10.1016/j.jecp.2019.104757openalex-snapshot
Preschoolers’ broad mathematics experiences with parents during play
inferred← citeshttps://doi.org/10.1016/j.jecp.2020.104863openalex-snapshot
Mothers’ distancing language relates to young children’s math and literacy skills
inferred← citeshttps://doi.org/10.1016/j.jecp.2020.104992openalex-snapshot
When beliefs matter most: Examining children’s math achievement in the context of parental math anxiety
inferred← citeshttps://doi.org/10.1016/j.jecp.2021.105124openalex-snapshot
Facilitating young children’s numeracy talk in play: The role of parent prompts
inferred← citeshttps://doi.org/10.1016/j.jecp.2021.105213openalex-snapshot
What’s in a question? Parents’ question use in dyadic interactions and the relation to preschool-aged children’s math abilities
inferred← citeshttps://doi.org/10.1016/j.jecp.2021.105252openalex-snapshot
Preschoolers’ mastery of advanced counting: The best predictor of addition skills 2 years later
inferred← citeshttps://doi.org/10.1016/j.jecp.2023.105753openalex-snapshot
Chinese parents’ support of preschoolers’ mathematical development
inferred← citeshttps://doi.org/10.1016/j.jecp.2023.105777openalex-snapshot
Fraction Ball impact on student and teacher math talk and behavior
inferred← citeshttps://doi.org/10.1016/j.jecp.2024.105920openalex-snapshot
Assessing the association between parents’ math talk and children’s math performance: A preregistered meta-analysis
inferred← citeshttps://doi.org/10.1016/j.jecp.2024.105991openalex-snapshot
Math talk by mothers, fathers, and toddlers: Differences across materials and associations with children’s math understanding
inferred← citeshttps://doi.org/10.1016/j.jecp.2024.106095openalex-snapshot
Linking parents’ play strategies with their preschoolers’ STEM skills: The mediating roles of child STEM talk and self-regulated learning
inferred← citeshttps://doi.org/10.1016/j.jecp.2024.106128openalex-snapshot
The relation of verbal and nonverbal skills to basic numerical processing of preterm versus term-born preschoolers
inferred← citeshttps://doi.org/10.1016/j.jecp.2025.106263openalex-snapshot
Integration of symbolic and non-symbolic numerical information in children: Task dependence and its link to math abilities
inferred← citeshttps://doi.org/10.1016/j.jecp.2025.106440openalex-snapshot
Parental mathematics anxiety predicts children’s cardinal number word and numeral knowledge at preschool entry
inferred← citeshttps://doi.org/10.1016/j.jecp.2026.106549openalex-snapshot
Compositional number concepts in children: The role of base-5 numeral structures in Sign language
inferred← citeshttps://doi.org/10.1016/j.jsp.2018.02.004openalex-snapshot
Early developmental trajectories of number knowledge and math achievement from 4 to 10 years: Low-persistent profile and early-life predictors
inferred← citeshttps://doi.org/10.1016/j.lindif.2023.102328openalex-snapshot
To what extent do home numeracy practices and parental number talk relate to children's math skills? A pre-registered study in 5-year-old children
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102734openalex-snapshot
The relation between home numeracy activities and children's math skills: The moderating role of home numeracy resources
inferred← citeshttps://doi.org/10.1016/j.lindif.2026.102945openalex-snapshot
Exposure to number talk in infancy predicts later mathematic skills
inferred← citeshttps://doi.org/10.1016/j.lisr.2020.101002openalex-snapshot
Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction
inferred← citeshttps://doi.org/10.1016/j.metip.2021.100044openalex-snapshot
Integrating qualitative and quantitative methods to develop a comprehensive coding manual: Measuring attention to mathematics in play contexts
inferred← citeshttps://doi.org/10.1016/j.neuropsychologia.2024.108788openalex-snapshot
Positive math attitudes are associated with greater frontal activation among children from higher socio-economic status families
inferred← citeshttps://doi.org/10.1017/s0140525x20000084openalex-snapshot
Putting social cognitive mechanisms back into cumulative technological culture: Social interactions serve as a mechanism for children's early knowledge acquisition
inferred← citeshttps://doi.org/10.1017/s030500091400021xopenalex-snapshot
In search of resilient and fragile properties of language
inferred← citeshttps://doi.org/10.1017/s0305000915000033openalex-snapshot
A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study
inferred← citeshttps://doi.org/10.1017/s030500092300048xopenalex-snapshot
Parental use of causal language for preterm and full-term children: A longitudinal study
inferred← citeshttps://doi.org/10.1024/2235-0977/a000046openalex-snapshot
Kommentare
inferred← citeshttps://doi.org/10.1037/a0036886openalex-snapshot
New evidence about language and cognitive development based on a longitudinal study: Hypotheses for intervention.
inferred← citeshttps://doi.org/10.1037/bul0000330openalex-snapshot
The home math environment and math achievement: A meta-analysis.
inferred← citeshttps://doi.org/10.1037/dev0000188openalex-snapshot
Fadeout in an early mathematics intervention: Constraining content or preexisting differences?
inferred← citeshttps://doi.org/10.1037/dev0000534openalex-snapshot
Children’s spontaneous focus on number before and after guided parent–child interactions in a children’s museum.
inferred← citeshttps://doi.org/10.1037/dev0000658openalex-snapshot
Chilean kindergarten children’s beliefs about mathematics: Family matters.
inferred← citeshttps://doi.org/10.1037/dev0000923openalex-snapshot
More than just a game: Transforming social interaction and STEM play with Parkopolis.
inferred← citeshttps://doi.org/10.1037/dev0001574openalex-snapshot
“You did a great job building that!” Links between parent–child prosocial talk and spatial language.
inferred← citeshttps://doi.org/10.1037/dev0001706openalex-snapshot
Cognitive and motivational numeracy parenting practices: Implications for children’s numeracy engagement during early elementary school.
inferred← citeshttps://doi.org/10.1037/dev0002058openalex-snapshot
Iconic number gestures: Naturalistic use by children and parents in the early home environment.
inferred← citeshttps://doi.org/10.1037/edu0000679openalex-snapshot
Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control.
inferred← citeshttps://doi.org/10.1037/rev0000289openalex-snapshot
The cultural origins of symbolic number.
inferred← citeshttps://doi.org/10.1037/rev0000431openalex-snapshot
The psychological scaffolding of arithmetic.
inferred← citeshttps://doi.org/10.1038/s41539-023-00202-wopenalex-snapshot
Language experience matters for the emergence of early numerical concepts
inferred← citeshttps://doi.org/10.1038/s41539-026-00419-5openalex-snapshot
Home numeracy experiences are associated with number-related brain activity and connectivity in early childhood
inferred← citeshttps://doi.org/10.1038/s41598-023-38439-5openalex-snapshot
Reading, singing, and storytelling: the impact of caregiver-child interaction and child access to books and preschool on early childhood development in Ghana
inferred← citeshttps://doi.org/10.1038/s41598-025-27405-yopenalex-snapshot
Complexity of parental number talk predicts preschoolers’ gains in cardinal knowledge
inferred← citeshttps://doi.org/10.1038/s44159-022-00061-zopenalex-snapshot
Environmental influences on mathematics performance in early childhood
inferred← citeshttps://doi.org/10.1038/s44159-025-00530-1openalex-snapshot
Influences of spoken and signed language on numerical cognition
inferred← citeshttps://doi.org/10.1044/2023_ajslp-23-00162openalex-snapshot
Dimensionality of Speech-Language Pathologists' Child-Directed Talk During School-Based Therapy With Primary-Grade Students
inferred← citeshttps://doi.org/10.1044/2024_jslhr-23-00426openalex-snapshot
Maternal Question Use Relates to Syntactic Skills in 5- to 7-Year-Old Children
inferred← citeshttps://doi.org/10.1073/pnas.2002883117openalex-snapshot
Longitudinally adaptive assessment and instruction increase numerical skills of preschool children
inferred← citeshttps://doi.org/10.1073/pnas.2215999120openalex-snapshot
Diverse mathematical knowledge among indigenous Amazonians
inferred← citeshttps://doi.org/10.1080/00220671.2018.1547961openalex-snapshot
Elementary-age children’s conceptions about mathematics utility and their home-based mathematics engagement
inferred← citeshttps://doi.org/10.1080/00221325.2018.1562417openalex-snapshot
Response patterns of young children from two contrasting SES contexts to different numerical tasks with numbers 1–5
inferred← citeshttps://doi.org/10.1080/00313831.2015.1066426openalex-snapshot
Teachers’ Pedagogical Mathematical Awareness in Swedish Early Childhood Education
inferred← citeshttps://doi.org/10.1080/02109395.2014.1000028openalex-snapshot
The understanding of die as an object that has numerical functions. A longitudinal study using two children from the ages of 24 to 36 months interacting with an adult / La comprensión del dado como objeto con funciones numéricas. Un estudio longitudinal con dos niños desde los 24 a los 36 meses en…
inferred← citeshttps://doi.org/10.1080/02109395.2014.1000031openalex-snapshot
Objects, pictures and words. Effects of representational format on four-year-olds’ quantity knowledge / Objetos, imágenes y palabras. Efectos del formato representacional en el conocimiento de la cantidad a los cuatro años
inferred← citeshttps://doi.org/10.1080/02109395.2015.1078555openalex-snapshot
Socialization of maths in the home environment: using voice recordings to study maths talk / Socialización de matemáticas en el hogar: uso de grabaciones de voz para estudiar conversaciones matemáticas
inferred← citeshttps://doi.org/10.1080/02568543.2019.1704318openalex-snapshot
Parental Math Talk During Home Cooking and Math Skills in Head Start Children: The Role of Task Management Talk
showing the first 200 of 459
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.