How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior

摘要

“NOTICE: this is the author’s version of a work that was accepted for publication in Trends in Neuroscience and Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Trends in Neuroscience and Education, 2 (2), 2013, DOI: 10.1016/j.tine.2013.06.001