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Psychological Science|November 30, 2017
Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System KnowledgeDavid C Geary, Kristy vanMarle, Felicia W Chu, et al.Developmental Science|December 17, 2016
Attaching meaning to the number words: contributions of the object tracking and approximate number systemsKristy vanMarle, Felicia W Chu, Yi Mou, et al.Cognitive Development|January 5, 2010
First-Grade Predictors of Mathematical Learning Disability: A Latent Class Trajectory AnalysisDavid C Geary, Drew H Bailey, Andrew Littlefield, et al.Journal of Neurophysiology|February 21, 1998
Acute and chronic increases in excitability in rat hippocampal slices after perinatal hypoxia In vivoF E Jensen, C Wang, C E Stafstrom, et al.Preventive Medicine|September 1, 1985
Experimental analysis of adherence counseling: implications for hypertension managementM F Hovell, D C Geary, D R Black, et al.Journal of Cognitive Neuroscience|May 25, 2012
Hippocampal-prefrontal engagement and dynamic causal interactions in the maturation of children's fact retrievalSoohyun Cho, Arron W S Metcalfe, Christina B Young, et al.Journal of Educational Psychology|November 27, 2019
Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical CompetenceDavid C Geary, Mary K Hoard, Lara Nugent, et al.Journal of Experimental Child Psychology|August 21, 2019
Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disabilityFelicia W Chu, Kristy vanMarle, Mary K Hoard, et al.Journal of Educational Psychology|August 30, 2024
Individual Differences in Addition Strategy Choice: A Psychometric EvaluationKatherine T Rhodes, Sarah Lukowski, Lee Branum-Martin, et al.Intelligence|December 6, 2023
Relative Contributions of g and Basic Domain-Specific Mathematics Skills to Complex Mathematics CompetenciesZehra E Ünal, Gamze Kartal, Serra Ulusoy, et al.Pageof 21