Kristy vanMarle
Kristy vanMarle
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Attentive tracking of objects versus substances
K VanMarle, BJ Scholl
Psychological Science 14 (5), 498-504, 2003
Six‐month‐old infants use analog magnitudes to represent duration
K VanMarle, K Wynn
Developmental science 9 (5), F41-F49, 2006
Early conceptual understanding of cardinality predicts superior school-entry number-system knowledge
DC Geary, K vanMarle, FW Chu, J Rouder, MK Hoard, L Nugent
Psychological science 29 (2), 191-205, 2018
Continuity in social cognition from infancy to childhood
M Yamaguchi, VA Kuhlmeier, K Wynn, K VanMarle
Developmental science 12 (5), 746-752, 2009
Young children’s core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement.
DC Geary, K Vanmarle
Developmental Psychology 52 (12), 2130, 2016
Predicting children's reading and mathematics achievement from early quantitative knowledge and domain-general cognitive abilities
FW Chu, K VanMarle, DC Geary
Frontiers in psychology 7, 775, 2016
How capuchin monkeys (Cebus apella) quantify objects and substances.
K VanMarle, J Aw, K McCrink, LR Santos
Journal of Comparative Psychology 120 (4), 416, 2006
Attaching meaning to the number words: Contributions of the object tracking and approximate number systems
K vanMarle, FW Chu, Y Mou, JH Seok, J Rouder, DC Geary
Developmental science 21 (1), e12495, 2018
Quantitative deficits of preschool children at risk for mathematical learning disability
FW Chu, K VanMarle, DC Geary
Frontiers in Psychology 4, 195, 2013
Two core systems of numerical representation in infants
Y Mou
Developmental Review 34 (1), 1-25, 2014
Tracking and quantifying objects and non‐cohesive substances
K VanMarle, K Wynn
Developmental Science 14 (3), 502-515, 2011
Physics for infants: Characterizing the origins of knowledge about objects, substances, and number
SJ Hespos, K VanMarle
Wiley Interdisciplinary Reviews: Cognitive Science 3 (1), 19-27, 2012
Infants use different mechanisms to make small and large number ordinal judgments
K vanMarle
Journal of Experimental Child Psychology 114 (1), 102-110, 2013
Children’s early understanding of number predicts their later problem-solving sophistication in addition
FW Chu, J Rouder, DC Geary
Journal of Experimental Child Psychology 169, 73-92, 2018
Predicting age of becoming a cardinal principle knower.
DC Geary, K Vanmarle, FW Chu, MK Hoard, L Nugent
Journal of Educational Psychology 111 (2), 256, 2019
Infants' understanding of preferences when agents make inconsistent choices
Y Luo, L Hennefield, Y Mou, K vanMarle, L Markson
Infancy 22 (6), 843-856, 2017
Different mechanisms underlie infants’ representation of small and large numbers in an ordinal choice task
K Vanmarle
Journal of Experimental Child Psychology 114, 102-110, 2013
Foundations of the formal number concept: How preverbal mechanisms contribute to the development of cardinal knowledge.
K vanMarle
Elsevier Academic Press, 2015
Infants' understanding of number: The relationship between discrete and continuous quantity
K Lynn vanMarle
Yale University, 2004
Tone discrimination by 6-month-old infants
K VanMarle, K Wynn
Poster presented at the annual meeting of the Society for Research in Child …, 2003
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Artículos 1–20