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The Behavioral and Brain Sciences|January 19, 2018
Magnitude rather than number: More evidence neededDaniel C Hyde, Yi MouChild Development|December 18, 2022
Directionality in the interrelations between approximate number, verbal number, and mathematics in preschool-aged childrenYi Mou, Bo Zhang, Daniel C HydeJournal of Experimental Child Psychology|September 10, 2017
What counts in preschool number knowledge? A Bayes factor analytic approach toward theoretical model developmentYi Mou, Ilaria Berteletti, Daniel C HydeDevelopmental Science|October 18, 2016
The relationship between non-verbal systems of number and counting development: a neural signatures approachDaniel C Hyde, Charline E Simon, Ilaria Berteletti, et al.Plos One|November 15, 2021
Testing the role of symbols in preschool numeracy: An experimental computer-based intervention studyDaniel C Hyde, Yi Mou, Ilaria Berteletti, et al.Current Biology : CB|May 23, 2023
Cognitive neuroscience: An abstract sense of number in the infant brainDaniel C HydeFrontiers in Human Neuroscience|December 7, 2011
Two systems of non-symbolic numerical cognitionDaniel C HydeNeuropsychologia|June 15, 2020
Hemispheric asymmetries in processing numerical meaning in arithmeticSelim Jang, Daniel C HydeJournal of Religion and Health|August 20, 2016
Predicting the Use of Traditional Chinese Medicine Health Maintenance Approach from Cultural and Spiritual PerspectivesYi MouHuman Brain Mapping|August 11, 2011
Spatiotemporal dynamics of processing nonsymbolic number: an event-related potential source localization studyDaniel C Hyde, Elizabeth S SpelkePageof 19