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Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect

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cris.lastimport.scopus2024-02-12T20:54:14Z
dc.affiliationUniwersytet Warszawski
dc.contributor.authorHaman, Maciej
dc.contributor.authorLipowska, Katarzyna
dc.date.accessioned2024-01-25T17:33:56Z
dc.date.available2024-01-25T17:33:56Z
dc.date.issued2023
dc.description.financePublikacja bezkosztowa
dc.description.number3
dc.description.volume26
dc.identifier.doi10.1111/DESC.13322
dc.identifier.issn1363-755X
dc.identifier.urihttps://repozytorium.uw.edu.pl//handle/item/116973
dc.identifier.weblinkhttps://onlinelibrary.wiley.com/doi/10.1111/desc.13322
dc.languageeng
dc.pbn.affiliationpsychology
dc.relation.ispartofDevelopmental Science
dc.relation.pagesArticle e13322
dc.rightsClosedAccess
dc.sciencecloudnosend
dc.titlePreschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect
dc.typeJournalArticle
dspace.entity.typePublication