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Frontiers 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 GearyFrontiers in Psychology|May 31, 2013
Quantitative deficits of preschool children at risk for mathematical learning disabilityFelicia 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.Journal of Educational Psychology|June 5, 2023
Predicting Age of Becoming a Cardinal Principle KnowerDavid C Geary, Kristy vanMarle, Felicia W Chu, et al.Developmental Psychology|October 14, 2016
Young children's core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievementDavid C Geary, Kristy vanMarleCognition|April 14, 2018
Growth of symbolic number knowledge accelerates after children understand cardinalityDavid C Geary, Kristy vanMarlePsychological 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.Pageof 15