Micro and macro pattern analyses of fMRI data support both early and late interaction of numerical and spatial information

by Jan Willem Koten, Jan Willem Koten, Jan eLonnemann, Jan eLonnemann, Klaus eWillmes, Klaus eWillmes, André eKnops, André eKnops
Published 2011-10-01

Developmental changes in the association between approximate number representations and addition skills in elementary school children

by Jan eLonnemann, Jan eLonnemann, Janosch eLinkersdörfer, Janosch eLinkersdörfer, Marcus eHasselhorn, Marcus eHasselhorn, Marcus eHasselhorn, Sven eLindberg, Sven eLindberg
Published 2013-10-01

A hand full of numbers: a role for offloading in arithmetics learning?

by Annelise Júlio Costa, Júlia Beatriz Lopes Silva, Júlia Beatriz Lopes Silva, Pedro ePinheiro-Chagas, Pedro ePinheiro-Chagas, Helga eKrinzinger, Jan eLonnemann, Jan eLonnemann, Jan eLonnemann, Klaus eWillmes, Guilherme eWood, Vitor Geraldi Haase, Vitor Geraldi Haase, Vitor Geraldi Haase
Published 2011-12-01

Spatial representations of numbers and letters in children

by Jan eLonnemann, Jan eLonnemann, Janosch eLinkersdörfer, Janosch eLinkersdörfer, Telse eNagler, Telse eNagler, Marcus eHasselhorn, Marcus eHasselhorn, Marcus eHasselhorn, Sven eLindberg, Sven eLindberg
Published 2013-08-01

Text-fading based training leads to transfer effects on children’s sentence reading fluency

by Telse eNagler, Telse eNagler, Sebastian Peter Korinth, Sebastian Peter Korinth, Janosch eLinkersdörfer, Janosch eLinkersdörfer, Jan eLonnemann, Jan eLonnemann, Björn eRump, Björn eRump, Marcus eHasselhorn, Marcus eHasselhorn, Marcus eHasselhorn, Sven eLindberg, Sven eLindberg
Published 2015-02-01