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Frontiers in Psychology|October 24, 2017
General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable ApproachCaroline Hornung, Romain Martin, Michel FayolFrontiers in Psychology|April 29, 2014
Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competenceCaroline Hornung, Christine Schiltz, Martin Brunner, et al.Journal of Experimental Child Psychology|September 24, 2013
Developing number-space associations: SNARC effects using a color discrimination task in 5-year-oldsDanielle Hoffmann, Caroline Hornung, Romain Martin, et al.Journal of Experimental Child Psychology|November 7, 2017
Visuo-spatial abilities are key for young children's verbal number skillsVéronique Cornu, Christine Schiltz, Romain Martin, et al.Acta Psychologica|December 7, 2021
Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languagesMax Greisen, Carrie Georges, Caroline Hornung, et al.Frontiers in Psychology|July 13, 2018
Taking Language out of the Equation: The Assessment of Basic Math Competence Without LanguageMax Greisen, Caroline Hornung, Tanja G Baudson, et al.Pageof 1