Rousselle, Laurence ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Psychologie du développement cognitif normal et atypique
Language :
English
Title :
Magnitude representation in children: Its development and dysfunction
Ansari, D., & Karmiloff-Smith, A; (2002). Atypical trajectories of number development: A neuroconstructivist perspective. Trends in Cognitive Science, 6(12), 511-516.
Antell, S. E., & Keating, D P. (1983). Perception numerical invariance in neonates. Child Development, 54, 695-701.
Bächtold, D., Baumüller, M., & Brugger, P. (1998). Stimulus-response compatibility in the representational space. Neuropsychologia, 36(8), 731-735.
Banks, W. P. (1977). Encoding and processing of symbolic information in comparative judgments. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 11, pp. 101-159). New York: Academic Press
Banks, W. P., Clark, H. H., & Lucy, P. (1975). The locus of the semantic congruity effect in comparative judgments. Journal of Experimental Psychology: Human Perception and Performance, 1, 35-47.
Banks, W. P., Fujii, M., & Kayra-Stuart, F. (1976). Semantic congruity effects in comparative judgments of magnitudes of digits. Journal of Experimental Psychology: Human Perception and Performance, 2, 435-447.
Barth, H., Knawisher, N., & Spelke, E. (2003). The construction of large number representations in adults. Cognition, 86, 201-221.
Berch, D. B., Foley, E. J., Hill, R. J., & McDonough Ryan, P. (1999). Extracting parity and magnitude from Arabic numerals: Developmental changes in number processing and mental representation. Journal of Experimental Child Psychology, 74, 286-308.
Butterworth, B. (1999). The mathematical brain. London: Macmillan.
Clearfield, M. W., & Mix, K. S. (1999). Number versus contour length in infants' discrimination of small visual sets. Psychological Science, 10, 408-411.
Clearfield, M. W., & Mix, K. S. (2001). Amount versus number: Infants' use of area and contour length to discriminate small sets. Journal of Cognition and Development, 2(3), 243-260.
Cordes, S., Gelman, R., Gallistel, C. R., & Whalen, J. (2001). Variability signatures distinguish verbal from nonverbal counting for both large and small numbers. Psychonomic Bulletin & Review, 8(4), 698-707.
Dehaene, S. (1992). Varieties of numerical abilities. Cognition, 44, 1-42.
Dehaene, S., & Akhavein, R. (1995). Attention, automaticity and levels of representation in number processing. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 314-326.
Dehaene, S., & Cohen, L. (1995). Towards an anatomical and functional model of number processing. Mathematical Cognition, 1, 83-120.
Dehaene, S., & Cohen, L. (1997). Cerebral pathways for calculation: double dissociation between rote verbal and quantitative knowledge of arithmetic. Cortex, 33, 219-250.
Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122, 371-396.
Dehaene, S., Dehaene-Lambertz, G., & Cohen, L. (1998). Abstract representations of numbers in the animal and human brain. Trends In NeuroSciences, 21(8), 355-361.
Dehaene, S., Dupoux, E., & Mehler, J. (1990). Is numerical comparison digital? Analogical and symbolic effects in two-digit number comparison. Journal of Experimental Psychology: Human Perception and Performance, 16, 626-641.
Duncan, E. M., & McFarland, C. E. (1980). Isolating the effects of symbolic distance and semantic congruity in comparative judgments: An additive-factors analysis. Memory & Cognition, 8(6), 612-622.
Fayol, M., Barrouillet, P., & Marinthe, C. (1998). Predicting arithmetical achievement from neuropsychological performance: A longitudinal study. Cognition, 68, B63-B70.
Feigenson, L., Carey, S., & Hauser, M (2002). The representation underlying infants' choice of more: Object files vs. analog magnitudes. Psychological Science, 13(2), 150-156.
Feigenson, L., Carey, S., & Spelke, E. (2002). Infants' discrimination of number vs. continuous extent. Cognitive Psychology, 44, 33-66.
Fuson, K. C. (1992). Relationships between counting and cardinality from age 2 to age 8. In J. Bideaud, C. Meljac, & J.-P. Fisher (Eds.), Pathways to number. Children's developing numerical abilities (pp. 127-149). Hillsdale, NJ: Erlbaum.
Gallistel, C. R., & Gelman, R. (1992). Preverbal and verbal counting and computation. Cognition, 44, 43-74.
Gevers, W., Reynvoet, B., & Fias, W. (2003). The mental representation of ordinal sequences is spatially organized. Cognition, 87, B87-B95.
Girelli, L., Lucangeli, D., & Butterworth, B. (2000). The development of automaticity in accessing number magnitude. Journal of Experimental Child Psychology, 76, 104-122.
Gross-Tsur, V., Manor, O., & Shalev, R. S. (1996). Developmental dyscalculia: Prevalence and demographic features. Developmental Medicine and Child Neurology, 38, 25-33.
Huntley-Fenner, G. (2001). Children's understanding of number is similar to adults' and rats': Numerical estimation by 5-7-year-olds. Cognition, 78(1), B27-B40.
Huntley-Fenner, G., & Cannon, E. (2000). Preschoolers' magnitude comparisons are mediated by a preverbal analog mechanism. Psychological Science, 11(2), 147-152.
Isaacs, E. B., Edmonds, C. J., Lucas, A., & Gadian, D. G. (2001). Calculation difficulties in children of very low birthweight. A neural correlate. Brain, 124, 1701-1707.
Kail, R. (1993). Processing time decreases globally at an exponential rate during childhood and adolescence. Journal of Experimental Child Psychology, 56, 254-265.
Lipton, J. S., & Spelke, E. S. (2003). Origins of number sense: Large-number discrimination in human infants. Psychological Science, 14(5), 396-401.
Mech, W. H., & Church, R. M. (1983). A mode control model of counting and timing processes. Journal of Experimental Psychology: Animal Behavior Processes, 9, 320-334.
Miller, K., & Gelman, R. (1983). The child's representation of number: A multidimensional scaling analysis. Child Development, 54(6), 1470-1479.
Mix, K. S., Levine, S. C., & Huttenlocher, J. (1997). Numerical abstraction in infants: Another look. Developmental Psychology, 33, 423-428.
Mix, K. S., Huttenlocher, J., & Levine, S. C. (2002). Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin, 128(2), 278-294.
Moore, D., Benenson, J., Reznick, J. S., Peterson, M., & Kagan, J. (1987). Effect of auditory numerical information on infants' looking behavior: Contradictory evidence. Developmental Psychology, 23, 665-670.
Moyer, R. S., & Landauer, T. K. (1967). Time required for judgments of numerical inequality. Nature, 215, 1519-1520.
Mussolin, C. (2002). L'automaticité de l'accès à la représentation numérique chez l'enfant. Unpublished Master's thesis, Université Catholique de Louvain, Belgium.
Noël, M.-P. (2002). Les signes du syndrome de Gerstmann: Une aide à la compréhension des bases neuroanatomiques du calcul et de certaines dyscalculies développementales? Presentation at the Troisièmes journées "troubles de l'apprentissage du langage oral et écrit." Marseille-Aix, 15-16 November.
Pavese, A., & Umiltà, C. (1998). Symbolic distance between numerosity and identity modulates Stroop interference. Journal of Experimental Psychology, Human Perception & Performance, 24, 1535-1545.
Pesenti, M., Thioux, M., Seron, X., & De Volder, A. (2000). Neuroanatomical substrates of Arabic number processing, numerical comparison and simple addition: A PET study. Journal of Cognitive Neuroscience, 12(3), 461-479.
Pinel, P., Dehaene, S., Rivière, D., & LeBihan, D. (2001). Modulation of parietal activation by semantic distance in a number comparison task. NeuroImage, 14, 1013-1026.
Restle, F. (1970). Speed of adding and comparing numbers. Journal of Experimental Psychology, 83, 274-278.
Rousselle, L., Palmers, E., & Noël, M.-P. (2004). Magnitude comparison in preschoolers: What counts? Influence of perceptual variables. Journal of Experimental Child Psychology, 87, 57-84.
Rubinsten, O., Henik, A., Berger, A., & Shahar-Shalev, S. (2002). The development of internal representations of magnitude and their association with Arabic numerals. Journal of Experimental Child Psychology, 81, 74-92.
Schwarz, W., & Ischebeck, A. (2003). On the relative speed account of the number-size interference in comparative judgments of numerals. Journal of Experimental Psychology: Human Perception and Performance, 29(3), 507-522.
Sekuler, R., & Mierkiewicz, D. (1977). Children's judgments of numerical inequalities. Child Development, 48, 630-633.
Siegler, R. S., & Opfer, J. E. (2003). The development of numerical estimation: Evidence for multiple representations of numerical quantity. Psychological Science, 14(3), 237-243.
Simon, T. J. (1997). Reconceptualizing the origins of number knowledge: A "non-numerical" account. Cognitive Development, 12, 349-372.
Starkey, P., & Cooper, R. G. (1980). Perception of numbers by human infants. Science, 210, 1033-1035.
Starkey, P., Spelke, E. S., & Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-127.
Strauss, M. S., & Curtis, L. E. (1981). Infant perception of numerosity. Child Development, 52, 1146-1152.
Temple, E., & Posner, M. I. (1998). Brain mechanisms of quantity are similar in 5-year-old children and adults. Proceedings of the National Academy of Science, 95, 7836-7841.
Tzelgov, J., Meyer, J., & Henik, A. (1992). Automatic and intentional processing of numerical information. Journal of Experimental Psychology: Learning, Memory and Cognition, 18(1), 166-179.
