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Journal of Numerical Cognition
Scopus
ISSN 2363-8761 · PsychOpen GOLD/ Leibniz Insitute for Psychology · 236 artikel di indeks
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Artikel Jurnal
Children’s Early Understanding of the Successor Function
Children learn the cardinalities of the first numbers one, two, three and four before they learn how counting tracks cardinality for all numbers. It may be that when children start to understand counting, they also discover how numbers relate to one another in a structured number system. Do…
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When Anxiety Grows With Knowledge: The Role of the Natural Number Bias
An important source for the difficulties students face with fractions is the natural number bias (NNB), which refers to the phenomenon of applying natural number properties in fraction tasks, even when this is inappropriate (e.g., 1/4+1/3 = 2/7). The present longitudinal study investigates whether…
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Untangling the Visual Coherence Effect of Numerosity Perception Throughout Development With Drift Diffusion Model
Understanding how non-numerical visual features systematically distort numerosity perception holds promise for unveiling the processes that give rise to our visual number sense. Recent studies show that increasing visual coherence systematically increases perceived numerosity, with this effect…
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Children’s Early Math Problem-Solving: The Role of Parent Numeracy Practices, Numeracy Expectations, and Math Attitudes
This study allows for the examination of associations between components of the home mathematics environment – including parents’ formal numeracy practices, math attitudes, and numeracy expectations – and children’s development of math problem solving skills following the transition into formal…
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Examining a Factor Structure of Home Math Activities by Math Subdomain With Associations to Children’s Math Skills
Evidence of positive associations between the frequency of home math activities and preschool children’s math skills is mixed, and the operationalization of home math activities varies across studies. We test whether home math activities can be grouped by activity factors based on the math…
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The Relation Between Spatial Anxiety and Spatial Skills Is Moderated by Visuospatial Working Memory and Grade Level
Spatial skills are critical for learning in STEM areas and are affected by spatial anxiety and working memory. Prior work also showed that there are interaction effects between spatial anxiety and verbal working memory (WM) on spatial skills, such that the negative relation between spatial anxiety…
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How Different Negative Emotions Affect Young and Older Adults’ Arithmetic Performance in Addition and Multiplication Problems?
We examined how different types of negative emotional states (anger, disgust, sadness) influence arithmetic performance, and whether this influence is modulated by the types of arithmetic operations and moderated by adults’ age. Younger and older adults verified addition and multiplication problems…
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Do Preschoolers Use Rules to Represent Their Count List?
When children first learn to count, what do they understand about the structure of the count system? The present study investigated English-speaking children’s ability to generalize the rules that structure their count list to novel contexts. A total of N = 86 children (3;0 – 6;11) completed a…
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The Psychometric Properties of the Polish-Language Version of the Mathematical Resilience Scale
This study aims to present the psychometric properties of the Polish language version of the Mathematical Resilience Scale (MRS; Kooken et al., 2016), established in a sample of 443 adults. We confirmed the first-order three-factor structure (Value, Struggle, Growth) with the second-order factor…
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Thirty Years of the Give-N Task: A Systematic Review, Reflections, and Recommendations
The Give-N (give-a-number) task has become a popular assessment of children’s number words and counting knowledge since Wynn’s (1990, 1992) seminal work over 30 years ago. Using the Give-N task, numerous studies have shown that children learn the first few number words slowly, before they…
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Assessing Early Math Skills in Preschoolers by Using Digital Games
Improving early mathematical competence is a major priority worldwide; thus, assessing early math abilities is critical. Although various international standardized instruments serve this purpose, their usage in underdeveloped countries is prohibitive due to their resource-intensive requirements…
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When We Were Young: Memories of Early Mathematics Experiences
Early math experiences predict children’s later math abilities and beliefs. However, less is known about longer-term associations between early childhood math experiences and adult math outcomes. The present study examined emerging adults’ earliest memories of mathematics and reading experiences…
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The Role of Math Games for Children’s Early Math Learning: A Systematic Review
Math learning in early childhood is critical for later success, as it is predictive of mathematical and academic achievement through adolescence. Therefore, developing engaging and effective methods for early math instruction are important. Math games are a common method for teaching math in a way…
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A Meta-Analysis of the Cross-Sectional and Longitudinal Relations Between Executive Functioning and Math in Early Childhood
Math and executive functioning (EF) skills are thought to be tightly linked in early childhood. To facilitate our understanding of this link in early childhood, here we present a meta-analysis of over 1,000 different correlation values between EF and math measures in early childhood (4-6yrs). The…
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Learning Number Notations – Comparison of a Sign-Value and Place-Value System
Although numbers are universal, there are great differences between languages and cultures in terms of how they are represented. Numerical notation can influence number processing. Two well-known types of notational systems are sign-value, such as the Roman numeral system, and place-value systems…
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Variation in Mathematics Performance: A Multilevel Analysis With Student and School's Characteristics
Using data from the Trends in International Mathematics and Science Study (TIMSS), this study examines the student and school characteristics that contribute to students’ mathematics performance in early elementary school in Chile. Previous research has separately analyzed the association of…
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The Parity Judgment SNARC Effect: The Role of Response Mapping Order and the Nature of the Instruction
Previous research has investigated the Spatial Numerical Associations of Response Codes (SNARC) effect as a measure of spatial number coding in relation to mathematics (Cipora et al., 2020, https://doi.org/10.1111/nyas.14355). An issue that arises if one wants to correlate mathematical performance…
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Routine and Adaptive Experts: Individual Characteristics and Their Impact on Multidigit Arithmetic Strategy Flexibility and Mathematics Achievement
Motivated by a curriculum privileging number-based strategies but national tests highlighting students’ reliance on standard algorithms, this study analyses 2,216 Danish Grade 3, 6 and 8 students’ solutions to various multidigit arithmetic tasks, each designed to elicit shortcut strategies, against…