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Journal of Cognitive Neuroscience
|
October 26, 2007
Linking visual attention and number processing in the brain: the role of the temporo-parietal junction in small and large symbolic and nonsymbolic number comparison
Daniel Ansari, Ian M Lyons, Lucia van Eimeren, et al.
Neuropsychologia
|
June 16, 2019
Distinguishing between cognitive explanations of the problem size effect in mental arithmetic via representational similarity analysis of fMRI data
Kerensa Tiberghien, Bert De Smedt, Wim Fias, et al.
Annals of the New York Academy of Sciences
|
February 27, 2022
Testing the specificity of links between anxiety and performance within mathematics and spatial reasoning
Richard J Daker, Véronic Delage, Erin A Maloney, et al.
Psychological Research
|
April 10, 2025
An integrated approach to understanding negative math experiences
Anita A Grabowska, Richard J Daker, Katie Ho, et al.
Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale
|
August 29, 2024
Ordinal processing differences between children with persistent dyscalculia and typically performing children
Michael Slipenkyj, Jane Hutchison, Daniel Ansari, et al.
Scientific Reports
|
February 25, 2023
Evidence for avoidance tendencies linked to anxiety about specific types of thinking
Richard J Daker, Michael S Slipenkyj, Adam E Green, et al.
Developmental Psychology
|
November 21, 2017
Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners
Ian M Lyons, Stephanie Bugden, Samuel Zheng, et al.
Journal of Experimental Psychology. General
|
June 21, 2019
Creativity anxiety: Evidence for anxiety that is specific to creative thinking, from STEM to the arts
Richard J Daker, Robert A Cortes, Ian M Lyons, et al.
Developmental Science
|
March 4, 2014
Numerical predictors of arithmetic success in grades 1-6
Ian M Lyons, Gavin R Price, Anniek Vaessen, et al.
Cognition
|
February 5, 2022
Extending ideas of numerical order beyond the count-list from kindergarten to first grade
Jane E Hutchison, Daniel Ansari, Samuel Zheng, et al.
Page
of 5
Search research articles
Search
Showing results (21-30 of 47) with videos related to
Sort By:
Page
of 5
Journal of Cognitive Neuroscience
|
October 26, 2007
Linking visual attention and number processing in the brain: the role of the temporo-parietal junction in small and large symbolic and nonsymbolic number comparison
Daniel Ansari, Ian M Lyons, Lucia van Eimeren, et al.
Neuropsychologia
|
June 16, 2019
Distinguishing between cognitive explanations of the problem size effect in mental arithmetic via representational similarity analysis of fMRI data
Kerensa Tiberghien, Bert De Smedt, Wim Fias, et al.
Annals of the New York Academy of Sciences
|
February 27, 2022
Testing the specificity of links between anxiety and performance within mathematics and spatial reasoning
Richard J Daker, Véronic Delage, Erin A Maloney, et al.
Psychological Research
|
April 10, 2025
An integrated approach to understanding negative math experiences
Anita A Grabowska, Richard J Daker, Katie Ho, et al.
Canadian Journal of Experimental Psychology = Revue Canadienne De Psychologie Experimentale
|
August 29, 2024
Ordinal processing differences between children with persistent dyscalculia and typically performing children
Michael Slipenkyj, Jane Hutchison, Daniel Ansari, et al.
Scientific Reports
|
February 25, 2023
Evidence for avoidance tendencies linked to anxiety about specific types of thinking
Richard J Daker, Michael S Slipenkyj, Adam E Green, et al.
Developmental Psychology
|
November 21, 2017
Symbolic number skills predict growth in nonsymbolic number skills in kindergarteners
Ian M Lyons, Stephanie Bugden, Samuel Zheng, et al.
Journal of Experimental Psychology. General
|
June 21, 2019
Creativity anxiety: Evidence for anxiety that is specific to creative thinking, from STEM to the arts
Richard J Daker, Robert A Cortes, Ian M Lyons, et al.
Developmental Science
|
March 4, 2014
Numerical predictors of arithmetic success in grades 1-6
Ian M Lyons, Gavin R Price, Anniek Vaessen, et al.
Cognition
|
February 5, 2022
Extending ideas of numerical order beyond the count-list from kindergarten to first grade
Jane E Hutchison, Daniel Ansari, Samuel Zheng, et al.
Page
of 5