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Research article

First published 2019-3

Developmental differences in approaches to nonsymbolic comparison tasks

Sarah Clayton, Matthew Inglis, Camilla Gilmore

Quarterly Journal of Experimental Psychology

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Research article

First published 2014-2

The Approximate Number System is not Predictive for Symbolic Number Processing in Kindergarteners

Delphine Sasanguie, Emmy Defever, Bieke Maertens [...]

Quarterly Journal of Experimental Psychology

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Research article

First published 2012-4

The mental representation of the magnitude of symbolic and nonsymbolic ratios in adults

Gaëlle Meert, Jacques Grégoire, Xavier Seron [...]

Quarterly Journal of Experimental Psychology

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Research article

First published 2016-5

The Instructional Dependency of SNARC Effects Reveals Flexibility of the Space-Magnitude Association of Nonsymbolic and Symbolic Magnitudes

Dasom Lee, Joohyung Chun, Soohyun Cho

Perception

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Research article

First published 2023-7

What Skills Could Distinguish Developmental Dyscalculia and Typically Developing Children: Evidence From a 2-Year Longitudinal Screening

Danfeng Li, Xuejing Zhang, Li Zhang

Journal of Learning Disabilities

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Research article

First published 2021-3

Magnitude Comparisons,Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability: A Cross-Population Study Using Eye-Tracking

Annalisa Guarini, Valentina Tobia, Paola Bonifacci [...]

Journal of Learning Disabilities

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Research article

First published 2022-10

Sometimes nothing is simply nothing: Automatic processing of empty sets

Yam Zagury, Rut Zaks-Ohayon, Joseph Tzelgov [...]

Quarterly Journal of Experimental Psychology

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Research article

First published 2023-1

Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense

Gisella Decarli, Francesco Sella, Silvia Lanfranchi [...]

Psychological Science

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Research article

First published 2017-5

Comorbidity of Arithmetic and Reading Disorder

Julia Raddatz, Jörg-Tobias Kuhn, Heinz Holling [...]

Journal of Learning Disabilities

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