Children's arithmetic development : it is number knowledge, not the approximate number sense, that counts

Göbel, Silke M orcid.org/0000-0001-8845-6026, Watson, Sarah E, Lervåg, Arne et al. (1 more author) (2014) Children's arithmetic development : it is number knowledge, not the approximate number sense, that counts. Psychological Science. pp. 789-798. ISSN 1467-9280

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Copyright, Publisher and Additional Information: © 2014 The Authors. This is an author produced version of a paper published in Psychological Science. Uploaded in accordance with the publisher's self-archiving policy.
Keywords: Psychology,Arts and Humanities (miscellaneous)
Dates:
  • Published: March 2014
  • Published (online): 30 January 2014
Institution: The University of York
Academic Units: The University of York > Faculty of Sciences (York) > Psychology (York)
Depositing User: Pure (York)
Date Deposited: 23 Dec 2015 13:56
Last Modified: 17 Nov 2019 01:50
Published Version: https://doi.org/10.1177/0956797613516471
Status: Published
Refereed: Yes
Identification Number: https://doi.org/10.1177/0956797613516471

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