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Frontiers in Psychology|May 31, 2013
Quantitative deficits of preschool children at risk for mathematical learning disabilityFelicia W Chu, Kristy Vanmarle, David C GearyFrontiers in Psychology|June 3, 2016
Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive AbilitiesFelicia W Chu, Kristy vanMarle, David C GearyJournal of Experimental Child Psychology|February 24, 2015
Early numerical foundations of young children's mathematical developmentFelicia W Chu, Kristy vanMarle, David C GearyJournal of Experimental Child Psychology|January 23, 2018
Children's early understanding of number predicts their later problem-solving sophistication in additionFelicia W Chu, Kristy vanMarle, Jeffrey Rouder, et al.Developmental Science|February 7, 2014
Acuity of the approximate number system and preschoolers' quantitative developmentKristy van Marle, Felicia W Chu, Yaoran Li, et al.Journal of Educational Psychology|June 5, 2023
Predicting Age of Becoming a Cardinal Principle KnowerDavid C Geary, Kristy vanMarle, Felicia W Chu, et al.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.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.Cognitive Development|October 25, 2016
Developmental Foundations of Children's Fraction Magnitude KnowledgeYi Mou, Yaoran Li, Mary K Hoard, et al.Pageof 1