Zobrazeno 1 - 10
of 12
pro vyhledávání: '"Emily Slusser"'
Publikováno v:
PLoS ONE, Vol 11, Iss 4, p e0153072 (2016)
Human mathematical abilities comprise both learned, symbolic representations of number and unlearned, non-symbolic evolutionarily primitive cognitive systems for representing quantities. However, the mechanisms by which our symbolic (verbal) number s
Externí odkaz:
https://doaj.org/article/3428fc1ef6d945f6b37e3407bc29b3b5
Publikováno v:
Journal of Computer Assisted Learning.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::11249c4300eb5f72a8e667664bedbae3
https://doi.org/10.1111/jcal.12809
https://doi.org/10.1111/jcal.12809
Publikováno v:
Child Development Perspectives. 15:265-273
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::53e434a4f8985b0641c8e040574602d7
https://doi.org/10.1111/cdep.12428
https://doi.org/10.1111/cdep.12428
Autor:
Alexandra Zax, Emily Slusser, Katherine Williams, Hilary Barth, Andrea L. Patalano, Sara Cordes
Similar estimation biases appear in a wide range of quantitative judgments, across many tasks and domains. Often, these biases (those that occur, for example, when adults or children indicate remembered locations of objects in bounded spaces) are bel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d8d0f04e6e452b9b66ba737b6c85e560
https://doi.org/10.31234/osf.io/bq6h9
https://doi.org/10.31234/osf.io/bq6h9
Publikováno v:
Journal of experimental child psychology. 185
What do numerical estimates tell us about developing an understanding of number? One theory is that bounded number line estimation (NLE) tasks reveal a “representational shift” from logarithmically to linearly organized mental representations of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8d913a62fa3c1376015aa34331f055cd
https://pubmed.ncbi.nlm.nih.gov/31108245
https://pubmed.ncbi.nlm.nih.gov/31108245
A large collection of estimation phenomena (e.g., biases arising when adults or children estimate remembered locations of objects in bounded spaces; Huttenlocher, Newcombe, & Sandberg, 1994) are commonly explained in terms of complex Bayesian models.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d38688babc3c68be674eebc8460698dd
Autor:
Hilary Barth, Jennifer Garcia, Emily Slusser, Shipra Kanjlia, Jessica Taggart, Elizabeth Chase
Publikováno v:
Psychonomic bulletinreview. 23(4)
Developmental change in children's number-line estimation has been thought to reveal a categorical logarithmic-to-linear shift in mental representations of number. Some have claimed that the broad and rapid change in estimation patterns that occurs w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2735e99a1dd3af14bedf3f0b63b43ee9
https://pubmed.ncbi.nlm.nih.gov/26667628
https://pubmed.ncbi.nlm.nih.gov/26667628
Young children initially learn to ‘count’ without understanding either what counting means, or what numerical quantities the individual number words pick out. Over a period of many months, children assign progressively more sophisticated meanings
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1c044573e1c57ba568f054f7eaed6fd1
https://doi.org/10.1093/oxfordhb/9780199642342.013.011
https://doi.org/10.1093/oxfordhb/9780199642342.013.011
Publikováno v:
Journal of experimental psychology. General. 142(1)
Mental representations of numerical magnitude are commonly thought to undergo discontinuous change over development in the form of a “representational shift.” This idea stems from an apparent categorical shift from logarithmic to linear patterns
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::57d7c391b896d898bda363c6e9c1a3ac
https://pubmed.ncbi.nlm.nih.gov/22612768
https://pubmed.ncbi.nlm.nih.gov/22612768
Autor:
Emily Slusser, Barbara W. Sarnecka
Publikováno v:
Journal of experimental child psychology. 110(1)
An essential part of understanding number words (such as eight) is understanding that all number words refer to the dimension of experience we call numerosity. Knowledge of this general principle may be separable from knowledge of individual number-w
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c9be99c485baf4c6073ac78ff622dc54
https://pubmed.ncbi.nlm.nih.gov/21524422
https://pubmed.ncbi.nlm.nih.gov/21524422