Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class families

por Keller, Leanne, Libertus, Melissa
Publicado 2015

When approximate number acuity predicts math performance: The moderating role of math anxiety

por Braham, Emily J., Libertus, Melissa E.
Publicado 2018

Number Word Use in Toddlerhood Is Associated with Number Recall Performance at Seven Years of Age

por Libertus, Melissa E., Marschik, Peter B., Einspieler, Christa
Publicado 2014

Using Hierarchical Linear Models to Examine Approximate Number System Acuity: The Role of Trial-Level and Participant-Level Characteristics

por Braham, Emily J., Elliott, Leanne, Libertus, Melissa E.
Publicado 2018

Electrophysiological evidence for notation independence in numerical processing

por Libertus, Melissa E, Woldorff, Marty G, Brannon, Elizabeth M
Publicado 2007

Deficits in Approximate Number System Acuity and Mathematical Abilities in 6.5-Year-Old Children Born Extremely Preterm

por Libertus, Melissa E., Forsman, Lea, Adén, Ulrika, Hellgren, Kerstin
Publicado 2017

Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability

por Libertus, Melissa E., Odic, Darko, Feigenson, Lisa, Halberda, Justin
Publicado 2020

Screen Time in the Coronavirus 2019 Era: International Trends of Increasing Use Among 3- to 7-Year-Old Children

por Ribner, Andrew D., Coulanges, Linsah, Friedman, Samantha, Libertus, Melissa E.
Publicado 2021

The General Movement Assessment Helps Us to Identify Preterm Infants at Risk for Cognitive Dysfunction

por Einspieler, Christa, Bos, Arend F., Libertus, Melissa E., Marschik, Peter B.
Publicado 2016

The integration between nonsymbolic and symbolic numbers: Evidence from an EEG study

por Liu, Ruizhe, Schunn, Christian D., Fiez, Julie A., Libertus, Melissa E.
Publicado 2018

Editorial: Understanding Trajectories and Promoting Change From Early to Complex Skills in Typical and Atypical Development: A Cross-Population Approach

por Sansavini, Alessandra, Libertus, Klaus, Guarini, Annalisa, Libertus, Melissa E., Benassi, Mariagrazia, Iverson, Jana M.
Publicado 2021

No intrinsic gender differences in children’s earliest numerical abilities

por Kersey, Alyssa J., Braham, Emily J., Csumitta, Kelsey D., Libertus, Melissa E., Cantlon, Jessica F.
Publicado 2018

Mothers’ and fathers’ engagement in math activities with their toddler sons and daughters: The moderating role of parental math beliefs

por Silver, Alex M., Chen, Yu, Smith, Darcy K., Tamis-LeMonda, Catherine S., Cabrera, Natasha, Libertus, Melissa E.
Publicado 2023

Brief Interventions Influence the Quantity and Quality of Caregiver-Child Conversations in an Everyday Context

por Shivaram, Apoorva, Chavez, Yaritza, Anderson, Erin, Fritz, Autumn, Jackson, Ryleigh, Edwards, Louisa, Powers, Shelley, Libertus, Melissa, Hespos, Susan
Publicado 2021

Measuring Emerging Number Knowledge in Toddlers

por Silver, Alex M., Elliott, Leanne, Braham, Emily J., Bachman, Heather J., Votruba-Drzal, Elizabeth, Tamis-LeMonda, Catherine S., Cabrera, Natasha, Libertus, Melissa E.
Publicado 2021

Toddler home math environment: Triangulating multi-method assessments in a U.S. Sample

por Miller, Portia, Elliott, Leanne E., Podvysotska, Tamara, Ptak, Chelsea, Duong, Shirley, Fox, Danielle, Coulanges, Linsah, Libertus, Melissa, Bachman, Heather J., Votruba-Drzal, Elizabeth
Publicado 2023