Preschoolers' Number Knowledge Relates to Spontaneous Focusing on Number for Small, but Not Large, Sets.
Much research has examined the reciprocal relations between a child's spontaneous focus on number (SFON) in the preschool years and later mathematical achievement. However, this literature relies on several different tasks to assess SFON with distinct task demands, making it unclear to what extent t...
| Publicado en: | Developmental Psychology Vol. 56; no. 10; pp. 1879 - 1894 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
American Psychological Association
Oct2020
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |