B. De Smedt

Statistics and Probability · 2008–2019

A researcher in the Science corpus: 13 papers; trusts 14 researchers and is trusted by 2 researchers here, as inferred from the citation graph.

Subfields

• Statistics and Probability — 159 citations into it; #9,542 of 12,932 by trust here, #2,069 by citations
• Education — 137 citations into it; #7,005 of 11,309 by trust here, #1,874 by citations
• Developmental and Educational Psychology — 82 citations into it; #5,516 of 8,223 by trust here, #2,529 by citations
• Cognitive Neuroscience — 26 citations into it
• Experimental and Cognitive Psychology — 26 citations into it

Whom B. De Smedt trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Robert S. Siegler
2. Daniel Ansari
3. Alan Baddeley
4. Julie L. Booth
5. I. Holloway
6. Christoph Selter
7. Stanislas Dehaene
8. Geetha B. Ramani
9. Susan Carey
10. Joke Torbeyns

Who trusts B. De Smedt overall

1. Steve Chinn
2. Iro Xenidou-Dervou
3. Mark Lewis
4. Daniel Ansari
5. D. Molenaar
6. Percival G. Matthews
7. Rebecca Merkley
8. T. Nunes

Papers from B. De Smedt's perspective

Ordered by how strongly the researchers B. De Smedt trusts endorse each paper. Same corpus, a different order for every researcher.

1. Building number sense with Number Worlds: a mathematics program for young children
2. Emerging Minds: The Process of Change in Children's Thinking
3. Developmental changes in mental arithmetic: evidence for increased functional specialization in the left inferior parietal cortex. (Cerebral Cortex)
4. Disruption of posterior brain systems for reading in children with developmental dyslexia. (Biological Psychiatry)
5. Précis of The Number Sense
6. Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. (Cognition)
7. Modulation of Parietal Activation by Semantic Distance in a Number Comparison Task (NeuroImage)
8. Neural deficits in children with dyslexia ameliorated by behavioral remediation: Evidence from functional MRI (Proceedings of the National Academy of Sciences of the United States of America)
9. Reducing the gap in numerical knowledge between low- and middle-income preschoolers
10. Addition and Subtraction of Three-digit Numbers: German Elementary Children's Success, Methods and Strategies

Their papers

• 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) — 612 citations
• Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis. (2017) — 640 citations
• Individual differences in kindergarten math achievement: The integrative roles of approximation skills and working memory (2013) — 78 citations
• Acquisition and use of shortcut strategies by traditionally schooled children (2009) — 88 citations
• A validation of eye movements as a measure of elementary school children's developing number sense (2008) — 123 citations
• Solving Subtraction Problems by Means of Indirect Addition (2009) — 68 citations
• Young Children’s Patterning Competencies and Mathematical Development: A Review (2019) — 48 citations
• Four-year olds’ understanding of repeating and growing patterns and its association with early numerical ability (2019) — 62 citations
• Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? ☆ (2016) — 61 citations
• Does numerical processing uniquely predict first graders’ future development of single-digit arithmetic? (2015) — 77 citations
• Numerical Magnitude Representations and Individual Differences in Children's Arithmetic Strategy Use (2012) — 116 citations
• Neuroeducation – A Critical Overview of An Emerging Field (2012) — 184 citations
• Connecting Education and Cognitive Neuroscience: Where will the journey take us? (2011) — 136 citations