Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs

Van Herwegen Jo; Costa Hiwet Mariam; Nicholson Bethany; Donlan Chris

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Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs

机译：提高低实现学龄前儿童的数量能力：符号与非符号培训计划

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Background: Although previous correlational studies have shown that both symbolic and non symbolic abilities relate to mathematical abilities, correlational studies cannot show the cause and effect of these abilities for mathematical success.

机译：背景：虽然以前的相关研究表明，符号和非象征能力涉及数学能力，但相关研究不能显示这些能力的数学成功的原因和效果。

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来源
《Research in developmental disabilities》 |2018年第2018期|共11页
作者
Van Herwegen Jo; Costa Hiwet Mariam; Nicholson Bethany; Donlan Chris;
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作者单位

Kingston Univ Dept Psychol London England;

Kingston Univ Dept Psychol London England;

Kingston Univ Dept Psychol London England;

UCL Dept Language &

Cognit London England;

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原文格式 PDF
正文语种 eng
中图分类神经病学与精神病学;
关键词
Symbolic knowledge; Approximate number sense; Intervention; Preschoolers; Low-achievers;

机译：象征性的知识;近似号码感;干预;学龄前儿童;低成年人;

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专利

1. Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs [J] . Van Herwegen Jo, Costa Hiwet Mariam, Nicholson Bethany, Research in developmental disabilities . 2018,第期

机译：提高低实现学龄前儿童的数量能力：符号与非符号培训计划
2. Implications of Change/Stability Patterns in Children’s Non-symbolic and Symbolic Magnitude Judgment Abilities Over One Year: A Latent Transition Analysis [J] . Cindy S. Chew, Jason D. Forte, Robert A. Reeve Frontiers in Psychology . 2019,第a期

机译：多年来，儿童非符号和象征幅度判断能力的变化/稳定模式的影响：潜在过渡分析
3. Implications of Change/Stability Patterns in Children’s Non-symbolic and Symbolic Magnitude Judgment Abilities Over One Year: A Latent Transition Analysis [J] . Chew Cindy S., Forte Jason D., Reeve Robert A. Frontiers in Psychology . 2019,第2期

机译：多年来，儿童非符号和象征幅度判断能力的变化/稳定模式的影响：潜在过渡分析
4. The Occupation Ability Training Strategies of Students Majoring in Preschool Education [C] . Ren Chaoke International Conference on Education, Management and Computing Technology . 2016

机译：学龄前教育专业学生职业能力培训策略
5. The effectiveness of early intervention programs for children with autism: A one-year follow-up study of intensive behavioural intervention versus preschool integration. [D] . Azarbehi, Amanda C. 2009

机译：针对自闭症儿童的早期干预计划的有效性：为期一年的针对强化行为干预与学前教育融合的随访研究。
6. Improving Preschoolers’ Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training [O] . Nastasya Honoré, Marie-Pascale Noël -1

机译：通过数字幅度训练改善学龄前儿童的算术：非符号和符号训练的影响
7. Improving Preschoolers' Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training. [O] . Nastasya Honoré, Marie-Pascale Noël 2016

机译：通过数量量级训练提高学龄前儿童算术：非象征性和象征性训练的影响。

Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs

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