Cargando…

Mathematics Competence Level: The Contribution of Non-symbolic and Spatial Magnitude Comparison Skills

Magnitude comparison skills have been related to mathematics competence, although results in this area vary. The current study aimed to describe the performance of 75 children (aged 4–5 years) in two comparison tasks; and examine the strength of the relationship between each of the two tasks and mat...

Descripción completa

Detalles Bibliográficos
Autores principales:	Cueli, Marisol, Areces, Débora, McCaskey, Ursina, Álvarez-García, David, González-Castro, Paloma
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2019
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411688/ https://www.ncbi.nlm.nih.gov/pubmed/30890988 http://dx.doi.org/10.3389/fpsyg.2019.00465

Ejemplares similares

Development of a Possible General Magnitude System for Number and Space
por: Kucian, Karin, et al.
Publicado: (2018)

Attention Deficit/Hyperactivity Disorder (ADHD) Diagnosis: An Activation-Executive Model
por: Rodríguez, Celestino, et al.
Publicado: (2016)

Evaluation of a Computer-Based Training Program for Enhancing Arithmetic Skills and Spatial Number Representation in Primary School Children
por: Rauscher, Larissa, et al.
Publicado: (2016)

Adolescents with Developmental Dyscalculia Do Not Have a Generalized Magnitude Deficit – Processing of Discrete and Continuous Magnitudes
por: McCaskey, Ursina, et al.
Publicado: (2017)

Comparison between two continuous performance tests for identifying ADHD: Traditional vs. virtual reality
por: Rodríguez, Celestino, et al.
Publicado: (2018)

Neurodevelopmental disorders: An innovative perspective via the response to intervention model
por: Rodríguez, Celestino, et al.
Publicado: (2021)

The Influence of State and Trait Anxiety on the Achievement of a Virtual Reality Continuous Performance Test in Children and Adolescents with ADHD Symptoms
por: Areces, Débora, et al.
Publicado: (2021)

The influence of math anxiety on symbolic and non-symbolic magnitude processing
por: Dietrich, Julia F., et al.
Publicado: (2015)

Magnitude processing in non-symbolic stimuli
por: Leibovich, Tali, et al.
Publicado: (2013)

Symbolic Number: The Integration of Magnitude and Spatial Representations in Children Aged 6 to 8 Years
por: White, Sonia L. J., et al.
Publicado: (2012)

Is a Virtual Reality Test Able to Predict Current and Retrospective ADHD Symptoms in Adulthood and Adolescence?
por: Areces, Débora, et al.
Publicado: (2019)

A Unitary or Multiple Representations of Numerical Magnitude? – the Case of Structure in Symbolic and Non-Symbolic Quantities
por: Moeller, Korbinian, et al.
Publicado: (2012)

Children’s Non-symbolic and Symbolic Numerical Representations and Their Associations With Mathematical Ability
por: Li, Yanjun, et al.
Publicado: (2018)

Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables
por: Abín, Amanda, et al.
Publicado: (2020)

Reconceptualizing Symbolic Magnitude Estimation Training Using Non-declarative Learning Techniques
por: Graham, Erin N., et al.
Publicado: (2021)

Learning artificial number symbols with ordinal and magnitude information
por: Weiers, Hanna, et al.
Publicado: (2023)

Longitudinal Brain Development of Numerical Skills in Typically Developing Children and Children with Developmental Dyscalculia
por: McCaskey, Ursina, et al.
Publicado: (2018)

Nonsymbolic and Symbolic Numerical Magnitude Processing in the Brazilian Children with Mathematics Difficulties
por: Starling-Alves, Isabella, et al.
Publicado: (2021)

Non-symbolic magnitudes are represented spatially: Evidence from a non-symbolic SNARC task
por: Nemeh, Fiona, et al.
Publicado: (2018)

Implications of Change/Stability Patterns in Children’s Non-symbolic and Symbolic Magnitude Judgment Abilities Over One Year: A Latent Transition Analysis
por: Chew, Cindy S., et al.
Publicado: (2019)

Children’s Mapping between Non-Symbolic and Symbolic Numerical Magnitudes and Its Association with Timed and Untimed Tests of Mathematics Achievement
por: Brankaer, Carmen, et al.
Publicado: (2014)

Differences in Arithmetic Performance between Chinese and German Children Are Accompanied by Differences in Processing of Symbolic Numerical Magnitude
por: Lonnemann, Jan, et al.
Publicado: (2016)

From Non-symbolic to Symbolic Proportions and Back: A Cuisenaire Rod Proportional Reasoning Intervention Enhances Continuous Proportional Reasoning Skills
por: Abreu-Mendoza, Roberto A., et al.
Publicado: (2021)

Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to Evaluate Children's Mathematical Skills
por: Hosoya, Georg, et al.
Publicado: (2021)

Is Order the Defining Feature of Magnitude Representation? An ERP Study on Learning Numerical Magnitude and Spatial Order of Artificial Symbols
por: Zhao, Hui, et al.
Publicado: (2012)

The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood
por: Fischer, Ursula, et al.
Publicado: (2020)

Saccadic Compression of Symbolic Numerical Magnitude
por: Binda, Paola, et al.
Publicado: (2012)

Magnitude processing of symbolic and non-symbolic proportions: an fMRI study
por: Mock, Julia, et al.
Publicado: (2018)

The impact of musical training in symbolic and non-symbolic audiovisual judgements of magnitude
por: Chalas, Nikos, et al.
Publicado: (2022)

Persistent Differences in Brain Structure in Developmental Dyscalculia: A Longitudinal Morphometry Study
por: McCaskey, Ursina, et al.
Publicado: (2020)

Symbolic Behavior in Regular Classrooms: A Specification of Symbolic and Non-Symbolic Behavior
por: Billinger, Stefan, et al.
Publicado: (2011)

A Cue from the Unconscious – Masked Symbols Prompt Spatial Anticipation
por: Reuss, Heiko, et al.
Publicado: (2012)

A Mechanistic Study of the Association Between Symbolic Approximate Arithmetic Performance and Basic Number Magnitude Processing Based on Task Difficulty
por: Wei, Wei, et al.
Publicado: (2018)

Neurostructural correlate of math anxiety in the brain of children
por: Kucian, Karin, et al.
Publicado: (2018)

Computerized Symbol Digit Modalities Test in a Swiss Pediatric Cohort – Part 2: Clinical Implementation
por: Klein, Marie-Noëlle, et al.
Publicado: (2021)

Examining the Factor Structure of the Home Mathematics Environment to Delineate Its Role in Predicting Preschool Numeracy, Mathematical Language, and Spatial Skills
por: Purpura, David J., et al.
Publicado: (2020)

Computerized Symbol Digit Modalities Test in a Swiss Pediatric Cohort Part 1: Validation
por: Hochstrasser, Céline, et al.
Publicado: (2021)

A Case Study in Attention-Deficit/Hyperactivity Disorder: An Innovative Neurofeedback-Based Approach
por: Cabaleiro, Paloma, et al.
Publicado: (2021)

The acquisition of symbolic skills
por: Rogers, Don, et al.
Publicado: (1983)

Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers
por: Vettori, Giulia, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_4rbeps8bc7uspjir1cs600p6q3