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V. Coccoz, M. Lozada, A. Salsa & N. Scheuer. (2019) Enactive experience promotes early number understanding: a study with 3-year-old children. Journal of Cognitive Psychology 31:8, pages 891-901.
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Jean-Paul Fischer & Anne-Marie Koch. (2016) Mirror writing in 5- to 6-year-old children: The preferred hand is not the explanation. Laterality 21:1, pages 34-49.
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Oliver Lindemann & Martin H. Fischer. (2015) Embodied number processing. Journal of Cognitive Psychology 27:4, pages 381-387.
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Articles from other publishers (20)
Maciej Haman, Katarzyna Lipowska, Mojtaba Soltanlou, Krzysztof Cipora, Frank Domahs & Hans-Christoph Nuerk. (2023) The plural counts: Inconsistent grammatical number hinders numerical development in preschoolers — A cross-linguistic study. Cognition 235, pages 105383.
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Omid Khatin-Zadeh, Danyal Farsani, Zahra Eskandari & Fernando Marmolejo-Ramos. (2022) The roles of motion, gesture, and embodied action in the processing of mathematical concepts. Frontiers in Psychology 13.
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Thalia R. Goldstein, Megan Stutesman & Brittany Thompson. (2022) Moving with puppets: Preschool children’s gesture with puppets during pretense. Cognitive Development 63, pages 101198.
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Christina Artemenko, Silke Maria Wortha, Thomas Dresler, Mirjam Frey, Roberta Barrocas, Hans-Christoph Nuerk & Korbinian Moeller. (2022) Finger-Based Numerical Training Increases Sensorimotor Activation for Arithmetic in Children—An fNIRS Study. Brain Sciences 12:5, pages 637.
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Jean-Paul Fischer & Christophe Luxembourger. (2020) The Battle between the Correct and Mirror Writings of a Digit in Children’s Recognition Memory. Education Sciences 10:7, pages 183.
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Christina Artemenko, Maria A. Sitnikova, Mojtaba Soltanlou, Thomas Dresler & Hans-Christoph Nuerk. (2020) Functional lateralization of arithmetic processing in the intraparietal sulcus is associated with handedness. Scientific Reports 10:1.
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Stefan Huber, Hans-Christoph Nuerk, Ulf-Dietrich Reips & Mojtaba Soltanlou. (2017) Individual differences influence two-digit number processing, but not their analog magnitude processing: a large-scale online study. Psychological Research 83:7, pages 1444-1464.
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Kyle Morrissey & Darcy Hallett. (2018) Cardinal and ordinal aspects of finger-counting habits predict different individual differences in embodied numerosity. Journal of Numerical Cognition 4:3, pages 613-635.
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Ursula Fischer, Stefan Huber, Hans-Christoph Nuerk, Ulrike Cress & Korbinian Moeller. (2018) Spatial Presentations, but Not Response Formats Influence Spatial-Numerical Associations in Adults. Frontiers in Psychology 9.
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Ursula Fischer, Martin H. Fischer, Stefan Huber, Sarah Strauß & Korbinian Moeller. (2018) The influence of number magnitude on continuous swiping movements. Journal of Numerical Cognition 4:2, pages 297-316.
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Katarzyna Patro, Hans-Christoph Nuerk & Peter Brugger. (2018) Visuospatial biases in preschool children: Evidence from line bisection in three-dimensional space. Journal of Experimental Child Psychology 173, pages 16-27.
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Antonio Román, Andrea Flumini & Julio Santiago. (2018) Scanning of speechless comics changes spatial biases in mental model construction. Philosophical Transactions of the Royal Society B: Biological Sciences 373:1752, pages 20170130.
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Rosa Rugani, Sonia Betti & Luisa Sartori. (2018) Numerical Affordance Influences Action Execution: A Kinematic Study of Finger Movement. Frontiers in Psychology 9.
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Johannes Lohmann, Philipp A. Schroeder, Hans-Christoph Nuerk, Christian Plewnia & Martin V. Butz. (2018) How Deep Is Your SNARC? Interactions Between Numerical Magnitude, Response Hands, and Reachability in Peripersonal Space. Frontiers in Psychology 9.
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Karl-Heinz Graß & Georg Krammer. (2018) Direkte und indirekte Einflüsse der Raumvorstellung auf die Rechenleistungen am Ende der GrundschulzeitDirect and Indirect Influences of Spatial Abilities on Mental Arithmetic Performance at the End of Primary School. Journal für Mathematik-Didaktik 39:1, pages 43-67.
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Katarzyna Patro & Maciej Haman. (2017) Playing Reading, Using Hands: Which Activities are Linked to Number-Space Processing in Preschool Children?. Psychology of Language and Communication 21:1, pages 325-351.
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Jaccoline E. van?'t Noordende, MChiel. J. M. Volman, Paul P. M. Leseman & Evelyn H. Kroesbergen. (2017) An Embodiment Perspective on Number-Space Mapping in 3.5-Year-Old Dutch Children. Infant and Child Development 26:3, pages e1995.
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Roi Cohen Kadosh & Francesco Sella. (2017) Commentary. American Educational Research Journal 54:1_suppl, pages 368S-372S.
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Jens Holger Lorenz. (2016) Einige Anmerkungen zur Repräsentation von Wissen über ZahlenSome Remarks to the Representation of Knowledge. Journal für Mathematik-Didaktik 38:1, pages 125-139.
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Krzysztof Cipora, Katarzyna Patro & Hans-Christoph Nuerk. (2015) Are Spatial-Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No. Mind, Brain, and Education 9:4, pages 190-206.
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