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In How Many Ways is the Approximate Number System Associated with Exact Calculation?
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/978-1-4419-1764-5_8openalex-snapshot
Causal Mediation Analysis Using R
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Varieties of numerical abilities
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Psychophysics: A Practical Introduction
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Association between individual differences in non-symbolic number acuity and math performance: A meta-analysis
inferredcites →https://doi.org/10.1016/j.cognition.2004.09.011openalex-snapshot
Non-symbolic arithmetic in adults and young children
inferredcites →https://doi.org/10.1016/j.cognition.2006.01.005openalex-snapshot
Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing
inferredcites →https://doi.org/10.1016/j.cognition.2007.06.004openalex-snapshot
Calibrating the mental number line
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Symbolic and nonsymbolic number comparison in children with and without dyscalculia
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Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling
inferredcites →https://doi.org/10.1016/j.cognition.2010.03.012openalex-snapshot
Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia
inferredcites →https://doi.org/10.1016/j.cognition.2011.07.009openalex-snapshot
Numerical ordering ability mediates the relation between number-sense and arithmetic competence
inferredcites →https://doi.org/10.1016/j.cognition.2014.06.011openalex-snapshot
Improving arithmetic performance with number sense training: An investigation of underlying mechanism
inferredcites →https://doi.org/10.1016/j.dcn.2011.09.006openalex-snapshot
Weak task-related modulation and stimulus representations during arithmetic problem solving in children with developmental dyscalculia
inferredcites →https://doi.org/10.1016/j.jecp.2008.12.006openalex-snapshot
Typical and atypical development of basic numerical skills in elementary school
inferredcites →https://doi.org/10.1016/j.jecp.2009.02.003openalex-snapshot
Children’s mapping between symbolic and nonsymbolic representations of number
inferredcites →https://doi.org/10.1016/j.jecp.2010.09.003openalex-snapshot
Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties
inferredcites →https://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
inferredcites →https://doi.org/10.1016/j.jecp.2013.08.003openalex-snapshot
Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities
inferredcites →https://doi.org/10.1016/j.jecp.2014.01.013openalex-snapshot
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
inferredcites →https://doi.org/10.1016/j.lindif.2013.02.001openalex-snapshot
Is approximate number precision a stable predictor of math ability?
inferredcites →https://doi.org/10.1016/j.neuron.2004.10.014openalex-snapshot
Tuning Curves for Approximate Numerosity in the Human Intraparietal Sulcus
inferredcites →https://doi.org/10.1016/j.tics.2010.09.008openalex-snapshot
Neurocognitive start-up tools for symbolic number representations
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Space, time, and number: a Kantian research program
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Executive function and developmental disorders: the flip side of the coin
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How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
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Large number discrimination in 6-month-old infants
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Coding of Cognitive Magnitude
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Developmental and individual differences in pure numerical estimation.
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A general approach to causal mediation analysis.
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Time required for Judgements of Numerical Inequality
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Categorizing sounds and learning to read—a causal connection
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Individual differences in non-verbal number acuity correlate with maths achievement
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Using Developmental Trajectories to Understand Developmental Disorders
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Newborn infants perceive abstract numbers
inferredcites →https://doi.org/10.1080/09297049.2011.625355openalex-snapshot
Numerical and nonnumerical estimation in children with and without mathematical learning disabilities
inferredcites →https://doi.org/10.1080/17470218.2011.574710openalex-snapshot
Measuring the Approximate Number System
inferredcites →https://doi.org/10.1093/acprof:oso/9780199231447.003.0024openalex-snapshot
Symbols and quantities in parietal cortex: elements of a mathematical theory of number representation and manipulation
inferredcites →https://doi.org/10.1093/cercor/bhs193openalex-snapshot
Parietal Functional Connectivity in Numerical Cognition
inferredcites →https://doi.org/10.1111/desc.12013openalex-snapshot
ANS acuity and mathematics ability in preschoolers from low‐income homes: contributions of inhibitory control
inferredcites →https://doi.org/10.1111/desc.12143openalex-snapshot
Acuity of the approximate number system and preschoolers’ quantitative development
inferredcites →https://doi.org/10.1111/j.1467-7687.2011.01080.xopenalex-snapshot
Preschool acuity of the approximate number system correlates with school math ability
inferredcites →https://doi.org/10.1111/j.1467-8624.2011.01608.xopenalex-snapshot
Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)
inferredcites →https://doi.org/10.1111/j.1467-985x.2012.01032.xopenalex-snapshot
Experimental Designs for Identifying Causal Mechanisms
inferredcites →https://doi.org/10.1111/j.1749-6632.2009.04469.xopenalex-snapshot
Origins of Mathematical Intuitions
inferredcites →https://doi.org/10.1126/science.1102085openalex-snapshot
Exact and Approximate Arithmetic in an Amazonian Indigene Group
inferredcites →https://doi.org/10.1177/0956797612464057openalex-snapshot
Education Enhances the Acuity of the Nonverbal Approximate Number System
inferredcites →https://doi.org/10.1177/0956797613482944openalex-snapshot
Training the Approximate Number System Improves Math Proficiency
inferredcites →https://doi.org/10.1348/2044-8279.002002openalex-snapshot
Can we predict mathematical learning disabilities from symbolic and non‐symbolic comparison tasks in kindergarten? Findings from a longitudinal study
inferredcites →https://doi.org/10.1371/journal.pone.0023749openalex-snapshot
Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance
inferredcites →https://doi.org/10.1371/journal.pone.0067374openalex-snapshot
Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement
inferredcites →https://doi.org/10.18637/jss.v059.i05openalex-snapshot
mediation : R Package for Causal Mediation Analysis
inferredcites →https://doi.org/10.32614/r.manualsopenalex-snapshot
R: A Language and Environment for Statistical Computing
inferredcites →https://doi.org/10.3389/fnhum.2011.00165openalex-snapshot
Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model
inferredcites →https://doi.org/10.3389/fpsyg.2011.00368openalex-snapshot
A hand full of numbers: a role for offloading in arithmetics learning?
inferredcites →https://doi.org/10.3389/fpsyg.2013.00195openalex-snapshot
Quantitative Deficits of Preschool Children at Risk for Mathematical Learning Disability
inferredcites →https://doi.org/10.3389/fpsyg.2013.00531openalex-snapshot
Count on dopamine: influences of COMT polymorphisms on numerical cognition
inferredcites →https://doi.org/10.3758/app.71.4.803openalex-snapshot
Dynamic representations underlying symbolic and nonsymbolic calculation: Evidence from the operational momentum effect
inferredcites →https://doi.org/10.3758/bf03193955openalex-snapshot
Nonverbal arithmetic in humans: Light from noise
inferredcites →https://doi.org/10.3758/s13423-011-0154-1openalex-snapshot
Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children
inferredcites →https://doi.org/10.3922/j.psns.2012.2.05openalex-snapshot
School Achievement Test: Normative data for a representative sample of elementary school children.
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Number Processing and Price Dynamics: A Market Experiment
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Typical Mathematical Education Cannot Predict Non‐Verbal Number Sense
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The precision of mapping between number words and the approximate number system predicts children’s formal math abilities
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The mediating role of number-to-magnitude mapping precision in the relationship between approximate number sense and math achievement depends on the domain of mathematics and age
inferred← citeshttps://doi.org/10.1016/j.neuroimage.2016.09.020openalex-snapshot
Effects of adaptation on numerosity decoding in the human brain
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The interplay between affective and cognitive factors in shaping early proficiency in mathematics
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A rational explanation for links between the ANS and math
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Numerosity but not texture-density discrimination correlates with math ability in children.
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Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.
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Profiles of mathematical deficits in children with dyslexia
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Environmental influences on mathematics performance in early childhood
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Numerical cognition in Brazil: a narrative review of a growing research field ( Cognición numérica en Brasil: una revisión de un campo de investigación en desarrollo )
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Knowledge Organization of Discretized Non-Symbolic Fraction and Mathematics Achievement
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Price Magnitude, Trading Behavior and Mispricing: An Experiment
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Does the Approximate Number System Serve as a Foundation for Symbolic Mathematics?
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How Good Is the Phoneme Elision Test in Assessing Reading, Spelling and Arithmetic-Related Abilities?
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First and Second Graders Successfully Reason About Ratios With Both Dot Arrays and Arabic Numerals
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Intergenerational associations in numerical approximation and mathematical abilities
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Individual differences in children’s numerical comparison is independent of numerical precision
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Young Children Intuitively Divide Before They Recognize the Division Symbol
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What Is Specific and What Is Shared Between Numbers and Words?
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Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm
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The Developmental Trajectory of the Operational Momentum Effect
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Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics
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Numerical Processing Impairment in 22q11.2 (LCR22-4 to LCR22-5) Microdeletion: A Cognitive-Neuropsychological Case Study
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