Number Magnitude Processing and Basic Cognitive Functions in Children with Mathematical Learning Disabilities.

By Ulf Andersson, Rickard Östergren. 2012

120 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/74a285bf1aa0b4ff61f9f5b9ece17d84f7fe6fab

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Karin Linnanmäki
2. Pirjo Aunio *
3. J. Korhonen

In Education

1. Karin Linnanmäki
2. Pirjo Aunio *
3. J. Korhonen

In Statistics and Probability

1. Karin Linnanmäki
2. Pirjo Aunio *
3. J. Korhonen

Citations in the corpus

• How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior (2013, unknown): “[1] 11–13 RT, NDE(RT): [1–9]RT:[2-digit] Mazzocco et al.”
• Learning difficulties, academic well-being and educational dropout: A person-centred approach (2014, background): “Furthermore, there is no consensus on the underlying causes of mathematical learning difficulties, suggesting thatmultiple causes underlie difficulties in mathematics (Andersson & Östergren, 2012).”