ArticleFrontiers in psychology2019
The Relationship Between Non-symbolic and Symbolic Numerosity Representations in Elementary School: The Role of Intelligence.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Associations among socioeconomic status and preschool-aged children's, number skills, and spatial skills: The role of executive function.Journal of experimental child psychology · 2022Article
- Predicting Academic Achievement with Cognitive Abilities: Cross-Sectional Study across School Education.Behavioral sciences (Basel, Switzerland) · 2020Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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Abstract
This study aimed to estimate the extent to which the development of symbolic numerosity representations relies on pre-existing non-symbolic numerosity representations that refer to the Approximate Number System. To achieve this aim, we estimated the longitudinal relationships between accuracy in the Number Line (NL) test and "blue-yellow dots" test across elementary school children. Data from a four-wave longitudinal study involving schoolchildren in grades 1-4 in Russia and Kyrgyzstan (
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