Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Sophie Batchelor"'
Publikováno v:
Journal of Numerical Cognition, Vol 10 (2024)
Research has identified that children differ in the extent to which they spontaneously focus on numerical aspects of the environment (Spontaneous Focusing on Numerosity, SFON) and that this correlates with their mathematics achievement. It is assumed
Externí odkaz:
https://doaj.org/article/75ab569344b04cccb7f7facf1c57c063
Publikováno v:
Journal of Numerical Cognition, Vol 6, Iss 3, Pp 378-392 (2020)
Mathematical notation includes a vast array of signs. Most mathematical signs appear to be symbolic, in the sense that their meaning is arbitrarily related to their visual appearance. We explored the hypothesis that mathematical signs with iconic asp
Externí odkaz:
https://doaj.org/article/cf1f15ca7e59487780b4df7abb2239e4
Autor:
Camilla Gilmore, Sophie Batchelor
Publikováno v:
Acta Psychologica, Vol 216, Iss , Pp 103294- (2021)
Recent research has suggested that numeral order processing – the speed and accuracy with which individuals can determine whether a set of digits is in numerical order or not – is related to arithmetic and mathematics outcomes. It has therefore b
Externí odkaz:
https://doaj.org/article/b90ec2230c5b4c2e99f3efbe64a34969
Autor:
Lara Alcock, Daniel Ansari, Sophie Batchelor, Marie-Josée Bisson, Bert De Smedt, Camilla Gilmore, Silke M. Göbel, Minna Hannula-Sormunen, Jeremy Hodgen, Matthew Inglis, Ian Jones, Michèle Mazzocco, Nicole McNeil, Michael Schneider, Victoria Simms, Keith Weber
Publikováno v:
Journal of Numerical Cognition, Vol 2, Iss 1, Pp 20-41 (2016)
This paper reports on a collaborative exercise designed to generate a coherent agenda for research on mathematical cognition. Following an established method, the exercise brought together 16 mathematical cognition researchers from across the fields
Externí odkaz:
https://doaj.org/article/dec584de063c425e9e1314313b9a83e8
Autor:
Minna Hannula-Sormunen, Sophie Batchelor, Joke Torbeyns, Victoria Simms, Cristina Nanu, Eero Laakkonen, Bert De Smedt
ispartof: Cognitive Development vol:66 status: published
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::036206cf174cd0dfcb3d4dc84608d772
https://lirias.kuleuven.be/handle/20.500.12942/710604
https://lirias.kuleuven.be/handle/20.500.12942/710604
Publikováno v:
Journal of Numerical Cognition, Vol 6, Iss 3, Pp 378-392 (2020)
Mathematical notation includes a vast array of signs. Most mathematical signs appear to be symbolic, in the sense that their meaning is arbitrarily related to their visual appearance. We explored the hypothesis that mathematical signs with iconic asp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::24ead99e0d4eef8ea97afaf91dfd569f
https://jnc.psychopen.eu/index.php/jnc/article/view/314
https://jnc.psychopen.eu/index.php/jnc/article/view/314
Autor:
Jayne Trickett, Sophie Batchelor, Bonnie Brittle, Megan Foulkes, Jayne Pickering, Felicity Slocombe, Camilla Gilmore
Publikováno v:
Cognitive Development. 63:101189
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1f1f8b8dbe958c5e33b9c7474f73e5a7
https://doi.org/10.1016/j.cogdev.2022.101189
https://doi.org/10.1016/j.cogdev.2022.101189
Mathematics-related affect comprises an individual’s attitudes, beliefs, emotions and motivations towards mathematics. These affective constructs have been widely studied in mathematics education and cognitive psychology and have been shown to be r
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f98cabf87e27e2b49bd2aa493b6ca06d
https://lirias.kuleuven.be/handle/123456789/630707
https://lirias.kuleuven.be/handle/123456789/630707
Publikováno v:
Mathematical Thinking and Learning. 17:116-135
When children learn to count, they map newly acquired symbolic representations of number onto preexisting nonsymbolic representations. The nature and timing of this mapping is currently unclear. Some researchers have suggested this mapping process he
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4ab5a9ee984186f8b52b7117af3aa6ca
https://doi.org/10.1080/10986065.2015.1016811
https://doi.org/10.1080/10986065.2015.1016811
Publikováno v:
Behavioral and Brain Sciences. 40
Leibovich et al. argue persuasively that researchers should not assume that approximate number system (ANS) tasks harness an innate sense of number. However, some studies have reported a causal link between ANS tasks and mathematics performance, impl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::84e33aae6a44395a5e5e2661927a5b13
https://doi.org/10.1017/s0140525x16002120
https://doi.org/10.1017/s0140525x16002120