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Direct linkXu, Chang; LeFevre, Jo-Anne – Developmental Psychology, 2016
Are there differential benefits of training sequential number knowledge versus spatial skills for children's numerical and spatial performance? Three- to five-year-old children (N = 84) participated in 1 session of either sequential training (e.g., what comes before and after the number 5?) or non-numerical spatial training (i.e., decomposition of…
Descriptors: Young Children, Preschool Children, Numbers, Mathematics
