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ORCIDJournal of Numerical Cognition, Volume 8
Volume 8, Number 1, March 2022
- Jo-Anne LeFevre
, Sheri-Lynn Skwarchuk, Carla Sowinski, Ozlem Cankaya:
Linking quantities and symbols in early numeracy learning. 1-23 - Sebastian Poloczek, Svenja Hammerstein, Gerhard Büttner:
Children's mixed-rounding strategy use in computational estimation. 24-35 - Saku Määttä, Minna Hannula-Sormunen, Hilma Halme, Jake McMullen:
Guiding students' attention towards multiplicative relations around them: A classroom intervention. 36-52 - Courtney Pollack, Eric D. Wilkey, Gavin R. Price:
Predictors of middle school students' growth in symbolic number comparison performance. 53-72 - Jing Tian, Elena R. Leib, Cassondra L. Griger, Colleen O. Oppenzato, Robert S. Siegler:
Biased problem distributions in assignments parallel those in textbooks: Evidence from fraction and decimal arithmetic. 73-88 - Steson Lo, Sally Andrews:
The effects of mental abacus expertise on working memory, mental representations and calculation strategies used for two-digit Hindu-Arabic numbers. 89-122 - Nuria Ferres-Forga, Justin Halberda, Ariadna Batalla-Ferres, Luca L. Bonatti:
Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits. 123-147 - Michael Batashvili, Krzysztof Cipora, Thomas E. Hunt:
Measurement of mathematics anxiety in an Israeli adult population. 148-165 - Ji-Eun Lee, Caroline Byrd Hornburg, Jenny Yun-Chen Chan, Erin Ottmar:
Perceptual and number effects on students' initial solution strategies in an interactive online mathematics game. 166-182 - Madeline R. White, Dale J. Cohen:
Depression induced quantity estimation bias manifests only under time constraints. 183-201 - Daniele Didino, Matthias Brandtner, André Knops:
No influence of masked priming on the multiplication fact retrieval in a result verification task. 202-225 - Sarit Silverman, Sarit Ashkenazi:
The unique role of spatial working memory for mathematics performance. 226-243
Volume 8, Number 2, July 2022
- Aliette Lochy, Christine Schiltz:
An input lexicon for familiar numbers. 244-258 - Edward H. Chen, Drew H. Bailey, Susanne M. Jaeggi:
No clear support for differential influences of visuospatial and phonological resources on mental arithmetic: A Registered Report. 259-280 - Jeffrey K. Bye, Rina Harsch, Sashank Varma:
Decoding fact fluency and strategy flexibility in solving one-step algebra problems: An individual differences analysis. 281-294 - Run Wen, Adam Kenneth Dubé:
A systematic review of secondary students' attitudes towards mathematics and its relations with mathematics achievement. 295-325
Volume 8, Number 3, November 2022
- Marian Hickendorff, Jake McMullen, Lieven Verschaffel:
Mathematical flexibility: Theoretical, methodological, and educational considerations. 326-334 - Joanne Eaves, Nina Attridge, Camilla Gilmore:
The role of domain-general and domain-specific skills in the identification of arithmetic strategies. 335-350 - Stijn Van Der Auwera, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel:
Adults' use of subtraction by addition and its association with executive functions. 351-366 - Marian Hickendorff:
Flexibility and adaptivity in arithmetic strategy use: What children know and what they show. 367-381 - Jeannette Garcia Coppersmith, Jon Star:
A complicated relationship: Examining the relationship between flexible strategy use and accuracy. 382-397 - Andreas Obersteiner, Martha W. Alibali, Vijay Marupudi:
Comparing fraction magnitudes: Adults' verbal reports reveal strategy flexibility and adaptivity, but also bias. 398-413 - Hilma Halme, Kelly Trezise, Minna M. Hannula-Sormunen, Jake McMullen:
Characterizing mathematics anxiety and its relation to performance in routine and adaptive tasks. 414-429 - Lauren K. Schiller, Ao Fan, Robert S. Siegler:
The power of one: The importance of flexible understanding of an identity element. 430-442 - Calliste Scheibling-Sève, Katarina Gvozdic, Elena Pasquinelli, Emmanuel Sander:
Enhancing cognitive flexibility through a training based on multiple categorization: Developing proportional reasoning in primary school. 443-472
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