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ORCIDJournal of Numerical Cognition, Volume 7
Volume 7, Number 1, March 2021
- André Knops:
Editorial 2021. 1-3 - Colleen Marie Ganley
, Rachel A. Conlon, Amanda L. McGraw, Connie Barroso, Elyssa A. Geer:
The effect of brief anxiety interventions on reported anxiety and math test performance. 4-19 - Carrie Georges, Christine Schiltz:
Number line tasks and their relation to arithmetics in second to fourth graders. 20-41 - Sofía Castro, Pedro Macizo:
All roads lead to Rome: Semantic priming between language and arithmetic. 42-65 - Madhur Sharma, Satwat Bashir, Gaurav Suri:
Three addend addition: Who goes out of order and why? 66-81
Volume 7, Number 2, July 2021
- Mahtob Aqazade, Laura Bofferding:
Second and fifth graders' use of knowledge-pieces and knowledge-structures when solving integer addition problems. 82-103 - Emmanuelle Adrien, Helena P. Osana, Rebecca Watchorn Kong, Jeffrey Bisanz, Jody Sherman Levos:
An examination of third- and fourth-graders' equivalence knowledge after classroom instruction. 104-124 - Marta K. Mielicki, Charlies J. Fitzsimmons, Lauren H. Woodbury, Hannah Marshal, Dake Zhang, Ferdinand D. Rivera, Clarissa A. Thompson:
Effects of figural and numerical presentation formats on growing pattern performance. 125-155 - Ilaria Berteletti, Sarabeth J. Sullivan, Lucas Lancaster:
The unexplored role of handshape similarity in processing numbers on the hands. 156-171 - Abbie Cahoon, Tony Cassidy, David J. Purpura, Victoria Simms:
Developing a rigorous measure of the pre-school home mathematics environment. 172-194 - Caroline Byrd Hornburg, Giulia A. Borriello, Melody Kung, Joyce Lin, Ellen Litkowski, Jimena Cosso, Alexa Ellis, Yemimah A. King, Erica Zippert, Natasha J. Cabrera, Pamela Davis-Kean, Sarah H. Eason, Sara A. Hart, Iheoma U. Iruka, Jo-Anne LeFevre, Victoria Simms, María Inés Susperreguy, Abbie Cahoon, Winnie Wai Lan Chan, Sum Kwing Cheung, Marie Coppola, Bert De Smedt, Leanne Elliott, Nancy Estévez-Pérez, Thomas Gallagher-Mitchell, Nicole Gardner-Neblett, Camilla Gilmore, Diana Leyva, Erin A. Maloney, George Manolitsis, Gigliana Melzi, Belde Mutaf-Yildiz, Gena Nelson, Frank Niklas, Yuejuan Pan, Geetha B. Ramani, Sheri-Lynn Skwarchuk, Susan Sonnenschein, David J. Purpura:
Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. 195-220 - Clarissa A. Thompson, Jennifer M. Taber, Charlies J. Fitzsimmons, Pooja Sidney:
Math predictors of numeric health and non-health decision-making problems. 221-239
Volume 7, Number 3, November 2021
- Krzysztof Cipora, Mojtaba Soltanlou:
Direct and conceptual replication in numerical cognition. 240-247 - Jamie Campbell, Yalin Chen, Maham Azhar:
Not toeing the number line for simple arithmetic: Two large-n conceptual replications of Mathieu et al. (Cognition, 2016, Experiment 1). 248-258 - Sabrina M. Di Lonardo Burr, Jill Turner, Jesse Nietmann, Jo-Anne LeFevre:
When does the story matter? No evidence for the foregrounding hypothesis in math story problems. 259-274 - Christina Artemenko, Nicolas Masson, Carrie Georges, Hans-Christoph Nuerk, Krzysztof Cipora:
Not all elementary school teachers are scared of math. 275-294 - Julia Bahnmueller, Krzysztof Cipora, Silke M. Göbel, Hans-Christoph Nuerk, Mojtaba Soltanlou:
Pick the smaller number: No influence of linguistic markedness on three-digit number processing. 295-307 - Bert Reynvoet, Andrew D. Ribner, Leanne Elliott, Manon Van Steenkiste, Delphine Sasanguie, Melissa E. Libertus:
Making sense of the relation between number sense and math. 308-327 - Yunji Park, Percival G. Matthews:
Revisiting and refining relations between nonsymbolic ratio processing and symbolic math achievement. 328-350 - Dana L. Chesney, Brittany Shoots-Reinhard, Ellen Peters:
The causal impact of objective numeracy on judgments: Improving numeracy via symbolic and non-symbolic approximate arithmetic training yields more consistent risk judgments. 351-367 - Anna F. Steiner, Sabrina Finke, Francina J. Clayton, Chiara Banfi, Ferenc Kemény, Silke M. Göbel, Karin Landerl:
Language effects in early development of number writing and reading. 368-387 - Ka Rene Grimes, Soyoung Park, Amanda McClelland, Jiyeon Park, Young Ri Lee, Maryam Nozari, Zainab Umer, Brenda Zaparolli, Diane Bryant:
Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication. 388-410 - Laurence Rousselle, Line Vossius:
Acquiring the cardinal knowledge of number words: A conceptual replication. 411-434 - Alexa Ellis, María Inés Susperreguy, David J. Purpura, Pamela Davis-Kean:
Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies. 435-452 - Alexa Ellis, Sammy F. Ahmed, Selin Zeytinoglu, Elif Isbell, Susan D. Calkins, Esther M. Leerkes, Jennie K. Grammer, William J. Gehring, Frederick J. Morrison, Pamela Davis-Kean:
Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017). 453-472 - Jérôme Prado, Catherine Thevenot:
A commentary on "Not toeing the number line for simple arithmetic: Two large-n conceptual replications of Mathieu et al. (Cognition, 2016, Experiment 1)". 473-475 - Sara A. Schmitt, G. John Geldhof, David J. Purpura, Robert J. Duncan, Megan M. McClelland:
Commentary on Ellis et al. (2021). 476-478 - Michael Schneider, Simon Merz, Johannes Stricker, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel, Koen Luwel:
The importance of replicating meta-analyses: Commentary on "Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies". 479-482
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