Abstract
The current study aims at testing the integrated theory of numerical development by examining the interrelations between different forms of numerical magnitude knowledge. The results suggested that different forms of numerical magnitude knowledge were significantly related to each other, and all of them were related to children’s mathematics achievement. Copyright © 2017 29th Association for Psychological Science Annual Convention (APS).
| Original language | English |
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| Publication status | Published - May 2017 |
| Event | 29th Annual Convention of the Association for Psychological Science - Boston, United States Duration: 25 May 2017 → 28 May 2017 https://www.psychologicalscience.org/conventions/archive/2017-2 |
Conference
| Conference | 29th Annual Convention of the Association for Psychological Science |
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| Abbreviated title | APS 2017 |
| Country/Territory | United States |
| City | Boston |
| Period | 25/05/17 → 28/05/17 |
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