ARAŞTIRMALAR

Proje Ekibinin Yaptığı Araştırmalar

İlgili Diğer Araştırmalar

  • Booth, J. L. ve Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), 189-201. doi: 10.1037/0012-1649.41.6.189
  • Dehaene, S. (2001). Précis of the number sense. Mind and Language, 16(1).
  • Feigenson, L., Dehaene, S. ve Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307-314. doi: 10.1016/j.tics.2004.05.002
  • Groffman, S. (2009). Subitizing: Vision Therapy for Math Deficits. Optometry & Vision Development, 40(4), 229-238.
  • Hellgren, K., Halberda, J., Forsman, L., Aden, U., ve Libertus, M. E. (2013). Compromised approximate number system acuity in extremely preterm school-aged children. Developmental Medicine and Child Neurology, 55, 1109–1114.
  • Izard, V., Pica, P., Spelke, E., ve Dehaene, S. (2008). Exact equality and successor function: Two key concepts on the path towards understanding exact numbers. Philosophical Psychology, 21(4), 491-505. doi: 10.1080/09515080802285354
  • Kucian, K., Grond, U., Rotzer, S., Henzi, B., Schonmann, C., Plangger, F. ve von Aster, M. (2011). Mental number line training in children with developmental dyscalculia. NeuroImage, 57(3), 782-795. doi: 10.1016/j.neuroimage.2011.01.070
  • Kucian, K., ve von Aster, M. (2015). Developmental dyscalculia. European Journal of Pediatrics, 174(1), 1–13. doi:10.1007/s00431-014-2455-7
  • Landerl, K., Bevan, A. ve Butterworth, B. (2004). Developmental dyscalculia and basic numerical capacities: a study of 8-9-year-old students. Cognition, 93(2), 99-125. doi: 10.1016/j.cognition.2003.11.004
  • Laski, E.V., ve Siegler, R. S. (2014). Learning from number board games: You learn what you encode. Developmental Psychology, 50(3), 853-864.
  • Lipton, J. ve Spelke, E. (2003). Origins of number sense: Large-Number discrimination in human infants. Psychological Science, 14(5), 396-401.
  • Link, T., Moeller, K., Huber, S., Fischer, U. ve Nuerk, H.-C. (2013). Walk the number line – An embodied training of numerical concepts. Trends in Neuroscience and Education, 2(2), 74-84. doi: 10.1016/j.tine.2013.06.005
  • Link, T., Schwarz, E. J., Huber, S., Fischer, U., Nuerk, H. C., Cress, U., ve Moeller, K. (2014). Mathe mit der Matte - Verkörperlichtes Training basisnumerischer Kompetenzen. Zeitschrift für Erziehungswissenschaft, 17, 257-277.  https://dx.doi.org/10.1007/s11618-014-0533-2 
  • Mazzocco, M. M., Feigenson, L. ve Halberda, J. (2011). Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). Child Dev, 82(4), 1224-1237. doi: 10.1111/j.1467-8624.2011.01608.x
  • Moeller, K., Fischer, U., Nuerk, H.-C., ve Cress, U. (2015). Computers in mathematics education - Training the mental number line. Computers in Human Behavior, 48, 597-607. dx.doi.org/10.1016/j.chb.2015.01.048
  • Ramani, G. B. ve Siegler, R. S. (2008). Promoting broad and stable ımprovements in low ıncome children's numerical knowledge through playing number board games. Child Development, 79(2), 375-394.
  • Ramani, G. B., ve Siegler,R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games (Report). Child Development, 79, 375 (320).
  • Siegler, R. S. ve Ramani, G. B. (2009). Playing linear number board games—but not circular ones—ımproves low-ıncome preschoolers’ numerical understanding. Journal of Educational Psychology, 101(3), 545-560. doi: 10.1037/a0014239
  • Siegler, R. S.,ve Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children’s numerical development. Developmental Science, 11, 655–661.
  • Xue, F. ve Spelke, E. (2000). Large number discrimination in 6-month-old infants. Cognition, 74, B1-B11.