References
- Baroody, A. J., Li, X., & Lai, M.-L. (2008a). Toddlers’ spontaneous attention to number. Mathematical Thinking and Learning, 10, 1–31.
- Baroody, A. J., Li, X., & Lai, M. -L. (2008b, March). Toddlers’ spontaneous attention to number. New York, NY. Paper presented in AERA, March 24th, 2008.
- Batchelor, S. (2014). Dispositional Factors Affecting Children’s Early Numerical Development (Unpublished doctoral thesis). Loughborough University. Retrieved from: https://dspace.lboro.ac.uk/2134/17474.
- Edens, K. M., & Potter, E. F. (2013). An exploratory look at the relationships among math skills, motivational factors and activity choice. Early Childhood Education Journal, 41, 235–243. doi:10.1007/s10643-012-0540-y.
- Hannula, M. M. (2000). The role of tendency to focus on numerosities in the development of cardinality. In T. Nakahara & M. Koyama (Eds.), Proceedings of 24th conference of the international group for the psychology of mathematics education (Vol. 1, p. 155). Hiroshima, Japan: Nishiki.
- Hannula, M. M. (2005). Spontaneous focusing on numerosity in the development of early mathematical skills Annales Universitatis Turkuensis B, 282. Turku: Painosalama.
- Hannula, M. M., Grabner, R. H., Lehtinen, E., Laine, T., Parkkola, R., & Ansari, D. (June, 2009). Neural correlates of Spontaneous Focusing On Numerosity (SFON). Poster presented at the 15th Annual Meeting of the Organization for Human Brain Mapping (OHBM), San Francisco, CA, USA.
- Hannula, M. M., & Lehtinen, E. (2001). Spontaneous tendency to focus on numerosities in the development of cardinality. In M. Panhuizen-Van Heuvel (Ed.), Proceedings of 25th conference of the international group for the psychology of mathematics education (Vol. 3, pp. 113–120). Amersfoort, Netherlands: Drukkerij Wilco.
- Hannula, M. M., & Lehtinen, E. (2005). Spontaneous focusing on numerosity and mathematical skills of young children. Learning and Instruction, 15, 237–256. doi:10.1016/j.learninstruc.2005.04.005.
- Hannula, M. M., Lepola, J., & Lehtinen, E. (2010). Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills. Journal for Experimental Child Psychology, 107, 394–406. doi:10.1016/j.jecp.2010.06.004.
- Hannula, M. M., Mattinen, A., & Lehtinen, E. (2005). Does social interaction influence 3-year-old children's tendency to focus on numerosity? A quasi-experimental study in day-care. In L. Verschaffel, E. De Corte, G. Kanselaar, & M. Valcke (Eds.), Powerful learning environments for promoting deep conceptual and strategic learning. StudiaPaedagogica (Vol. 41, pp. 63–80). Leuven: Leuven University Press.
- Hannula, M. M., Räsänen, P., & Lehtinen, E. (2007). Development of counting skills: Role of spontaneous focusing on numerosity and subitizing-based enumeration. Mathematical Thinking and Learning, 9, 51–57. doi:10.1080/10986060709336605.
- Hannula-Sormunen, M. M. (2014). Spontaneous focusing on numerosity and its relation to counting and arithmetic. In A. Dowker & R. Cohen Kadosh (Eds.), Oxford Handbook of Mathematical Cognition. Oxford: Oxford University Press.
- Hannula-Sormunen, M. M., Lehtinen, E., & Räsänen, P. (2015). Children's preschool subitizing, spontaneous focusing on numerosity and counting skills as predictors of mathematical performance 6–7 years later at school. Mathematical Thinking and Learning, 17, 155–177.
- Kucian, K., Kohn, J., Hannula-Sormunen, M. M., Richtmann, V., Grond, U., Käser, T., … von Aster, M. (2012). Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit. Lernen und Lernstörungen, 1, 241–253.
- Li, X., & Baroody, A. J. (2014). Young children’s spontaneous attention to exact quantity and verbal quantification skills. European Journal of Developmental Psychology, 11, 608–623.
- Mattinen, A. (2006). Huomiolukumääriin: Tutkimus 3-vuotiaiden lastenmatemaattistentaitojentukemisestapäiväkodissa [Focus on numerosities: A study on supporting 3 year-old children's mathematical development in day care]. Turku: Painosalama.
- Potter, E. (2009). Spontaneous focusing on numerosity: Motivational and skill correlates in young children in a public preschool and kindergarten program. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American chapter of the international group for the psychology of mathematics education (Vol. 5, pp. 152–155). Atlanta, GA: Georgia State.