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Journal of Numerical Cognition, Volume 7
Volume 7, Number 1, March 2021
- André Knops:
Editorial 2021. 1-3 - Colleen Marie Ganley
, Rachel A. Conlon
The effect of brief anxiety interventions on reported anxiety and math test performance. 4-19 - Carrie Georges, Christine Schiltz:
Number line tasks and their relation to arithmetics in second to fourth graders. 20-41 - Sofía Castro
All roads lead to Rome: Semantic priming between language and arithmetic. 42-65 - Madhur Sharma, Satwat Bashir, Gaurav Suri:
Three addend addition: Who goes out of order and why? 66-81
Volume 7, Number 2, July 2021
- Mahtob Aqazade
Second and fifth graders' use of knowledge-pieces and knowledge-structures when solving integer addition problems. 82-103 - Emmanuelle Adrien
An examination of third- and fourth-graders' equivalence knowledge after classroom instruction. 104-124 - Marta K. Mielicki
Effects of figural and numerical presentation formats on growing pattern performance. 125-155 - Ilaria Berteletti
The unexplored role of handshape similarity in processing numbers on the hands. 156-171 - Abbie Cahoon
Developing a rigorous measure of the pre-school home mathematics environment. 172-194 - Caroline Byrd Hornburg
Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. 195-220 - Clarissa A. Thompson
Math predictors of numeric health and non-health decision-making problems. 221-239
Volume 7, Number 3, November 2021
- Krzysztof Cipora
Direct and conceptual replication in numerical cognition. 240-247 - Jamie Campbell
Not toeing the number line for simple arithmetic: Two large-n conceptual replications of Mathieu et al. (Cognition, 2016, Experiment 1). 248-258 - Sabrina M. Di Lonardo Burr
When does the story matter? No evidence for the foregrounding hypothesis in math story problems. 259-274 - Christina Artemenko
Not all elementary school teachers are scared of math. 275-294 - Julia Bahnmueller
Pick the smaller number: No influence of linguistic markedness on three-digit number processing. 295-307 - Bert Reynvoet
Making sense of the relation between number sense and math. 308-327 - Yunji Park
Revisiting and refining relations between nonsymbolic ratio processing and symbolic math achievement. 328-350 - Dana L. Chesney, Brittany Shoots-Reinhard
The causal impact of objective numeracy on judgments: Improving numeracy via symbolic and non-symbolic approximate arithmetic training yields more consistent risk judgments. 351-367 - Anna F. Steiner
Language effects in early development of number writing and reading. 368-387 - Ka Rene Grimes
Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication. 388-410 - Laurence Rousselle, Line Vossius:
Acquiring the cardinal knowledge of number words: A conceptual replication. 411-434 - Alexa Ellis
Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies. 435-452 - Alexa Ellis, Sammy F. Ahmed
Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017). 453-472 - Jérôme Prado, Catherine Thevenot:
A commentary on "Not toeing the number line for simple arithmetic: Two large-n conceptual replications of Mathieu et al. (Cognition, 2016, Experiment 1)". 473-475 - Sara A. Schmitt, G. John Geldhof, David J. Purpura
Commentary on Ellis et al. (2021). 476-478 - Michael Schneider, Simon Merz
The importance of replicating meta-analyses: Commentary on "Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies". 479-482
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