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The Quarterly Journal of Experimental Psychology Volume 69, 2016 - Issue 4
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Common magnitude representation of fractions and decimals is task dependent

Li ZhangKey Laboratory of Cognition and Personality, Ministry of Education, Chongqing, China;Faculty of Psychology, Southwest University, Chongqing, ChinaCorrespondence[email protected]
,
Qiaochu FangKey Laboratory of Cognition and Personality, Ministry of Education, Chongqing, China;Faculty of Psychology, Southwest University, Chongqing, China
,
Florence C. GabrielDepartment of Experimental Psychology, Centre for Neuroscience in Education, University of Cambridge, Cambridge, UK
&
Denes SzűcsDepartment of Experimental Psychology, Centre for Neuroscience in Education, University of Cambridge, Cambridge, UKCorrespondence[email protected]
Pages 764-780 | Received 22 Jul 2014, Accepted 06 May 2015, Published online: 03 Jul 2015

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Read on this site (1)

Paulo Barraza, Rodrigo Avaria & Ivo Leiva. (2017) The role of attentional networks in the access to the numerical magnitude of fractions in adults / El rol de las redes atencionales en el acceso a la magnitud numérica de fracciones en adultos. Studies in Psychology 38:2, pages 495-522.
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Articles from other publishers (2)

Sangmi Park & Alena G. Esposito. (2022) Rational number conceptualization predicts mathematics achievement: Quantity matters. Cognitive Development 63, pages 101195.
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David W. Braithwaite, Jake McMullen & Michelle A. Hurst. (2022) Cross-notation knowledge of fractions and decimals. Journal of Experimental Child Psychology 213, pages 105210.
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