Artigos com autorizações de acesso público - John OpferSaiba mais
Não disponíveis em nenhum local: 2
Unwarranted philosophical assumptions in research on ANS
J Opfer, R Samuels, S Shapiro, E Snyder
Behavioral and Brain Sciences 44, 2021
Autorizações: US Institute of Education Sciences
How not to develop a sense of number
JE Opfer, K McCrink
Behavioral and Brain Sciences 40, 2017
Autorizações: European Commission
Disponíveis em algum local: 26
Children are not like older adults: A diffusion model analysis of developmental changes in speeded responses
R Ratcliff, J Love, CA Thompson, JE Opfer
Child Development 83 (1), 367-381, 2012
Autorizações: US National Institutes of Health
Development of spatial-numerical associations
K McCrink, JE Opfer
Current directions in psychological science 23 (6), 439-445, 2014
Autorizações: US National Institutes of Health
A unified framework for bounded and unbounded numerical estimation.
D Kim, JE Opfer
Developmental psychology 53 (6), 1088-1097, 2017
Autorizações: US Institute of Education Sciences
Number sense and mathematics: Which, when and how?
MG Tosto, SA Petrill, S Malykh, K Malki, C Haworth, MMM Mazzocco, ...
Developmental psychology 53 (10), 1924-1939, 2017
Autorizações: US National Institutes of Health, UK Medical Research Council
A field guide for teaching evolution in the social sciences
CH Legare, JE Opfer, JTA Busch, A Shtulman
Evolution and Human Behavior 39 (3), 257-268, 2018
Autorizações: US National Institutes of Health
Left posterior prefrontal regions support domain‐general executive processes needed for both reading and math
K Wang, MT Banich, AE Reineberg, DR Leopold, EG Willcutt, LE Cutting, ...
Journal of Neuropsychology 14 (3), 467-495, 2020
Autorizações: US National Institutes of Health
From integers to fractions: The role of analogy in developing a coherent understanding of proportional magnitude.
S Yu, D Kim, CJ Fitzsimmons, MK Mielicki, CA Thompson, JE Opfer
Developmental Psychology 58 (10), 1912, 2022
Autorizações: US Institute of Education Sciences
Dynamics and development in number-to-space mapping
D Kim, JE Opfer
Cognitive Psychology 107, 44-66, 2018
Autorizações: US Institute of Education Sciences
Nuclear IHC enumeration: A digital phantom to evaluate the performance of automated algorithms in digital pathology
MKK Niazi, FS Abas, C Senaras, M Pennell, B Sahiner, W Chen, J Opfer, ...
PloS one 13 (5), e0196547, 2018
Autorizações: US National Institutes of Health
Characterizing and decomposing the neural correlates of individual differences in reading ability among adolescents with task-based fMRI
K Wang, DR Leopold, MT Banich, AE Reineberg, EG Willcutt, LE Cutting, ...
Developmental cognitive neuroscience 37, 100647, 2019
Autorizações: US National Institutes of Health
The nature of the association between number line and mathematical performance: An international twin study
MG Tosto, G Garon‐Carrier, S Gross, SA Petrill, S Malykh, K Malki, ...
British Journal of Educational Psychology, 2018
Autorizações: US National Institutes of Health, Canadian Institutes of Health Research …
Analogy and conceptual change in childhood
JE Opfer, LAA Doumas
Behavioral and Brain Sciences 31 (6), 723-723, 2008
Autorizações: US National Institutes of Health
Individual differences in addition strategy choice: A psychometric evaluation.
KT Rhodes, S Lukowski, L Branum-Martin, J Opfer, DC Geary, SA Petrill
Journal of educational psychology 111 (3), 414, 2019
Autorizações: US National Institutes of Health, US Institute of Education Sciences
Development of Fraction Understanding.
P Sidney, CG Thompson, JE Opfer
Grantee Submission, 2019
Autorizações: US Institute of Education Sciences
How does the “learning gap” open? A cognitive theory of nation effects on mathematics proficiency
JE Opfer, D Kim, J Qin
Language and culture in mathematical cognition, 99-130, 2018
Autorizações: US Institute of Education Sciences
A number-line task with a Bayesian active learning algorithm provides insights into the development of non-symbolic number estimation
SH Lee, D Kim, JE Opfer, MA Pitt, JI Myung
Psychonomic Bulletin & Review, 1-14, 2022
Autorizações: US Department of Defense, US Institute of Education Sciences
Compression is evident in children’s unbounded and bounded numerical estimation: Reply to Cohen and Ray (2020).
D Kim, JE Opfer
American Psychological Association 56 (4), 853, 2020
Autorizações: US Institute of Education Sciences
Optimal inference and feedback for representational change
Y Tang, CJ Young, JI Myung, MA Pitt, JE Opfer
Proceedings of the Annual Meeting of the Cognitive Science Society 32 (32), 2010
Autorizações: US National Institutes of Health
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