Do First Graders Make Efficient Use of External Number Representations? The Case of the Twenty-Frame

Author： Obersteiner Andreas Reiss Kristina Ufer Stefan Luwel Koen Verschaffel Lieven

ISSN： 0737-0008

Source： Cognition and Instruction, Vol.32, Iss.4, 2014-10, pp. : 353-373

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Related content

“I Tried to Make it not Confusing by Fixing it”: Describing Six First Graders' Use of Strategies to Understand Text

By Kragler Sherry Martin Linda

Reading Psychology, Vol. 30, Iss. 6, 2009-11 ,pp. : 512-538

Routledge Ltd

Access to resources Recommend Favorite

Heterogeneity of Borderline Personality Disorder: Do the Number of Criteria Met Make a Difference?

Journal of Personality Disorders, Vol. 21, Iss. 6, 2007-12 ,pp. : 615-625

Guilford Publications Inc

Access to resources Recommend Favorite

Abstract representations of number: What interactions with number form do not prove and priming effects do

Behavioral and Brain Sciences, Vol. 32, Iss. 3-4, 2009-08 ,pp. : 351-352

Cambridge University Press

Access to resources Recommend Favorite

One of Twenty Questions for the Twenty-First Century: How Do Brain Regions Interact and Integrate Information?

By Banich M.T. Weissman D.H.

Brain and Cognition, Vol. 42, Iss. 1, 2000-02 ,pp. : 29-32

Academic Press

Access to resources Recommend Favorite

Only external representations are needed

Behavioral and Brain Sciences, Vol. 11, Iss. 2, 1988-06 ,pp. : 261-262

Cambridge University Press

Access to resources Recommend Favorite