Number-line estimation training in preschoolers supports early mathematical development and is associated with a stronger approximate-to-symbolic numerical pathway
Understanding how children connect approximate nonsymbolic magnitudes with exact symbolic numbers is a central question in theories of numerical development. A major debate concerns the directionality of this relation: whether approximate magnitude representations scaffold the acquisition of symboli...
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| Principais autores: | , , , , , |
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| Formato: | Artigo |
| Idioma: | Inglês |
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Frontiers Media S.A.
2026-09-01
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| coleção: | Frontiers in Psychology |
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| Acesso em linha: | https://www.frontiersin.org/articles/10.3389/fpsyg.2026.1883264/full |
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