Children's mapping between non-symbolic and symbolic numerical magnitudes and its association with timed and untimed tests of mathematics achievement

MLA

Pol Ghesquière, et al. “Children’s Mapping between Non-Symbolic and Symbolic Numerical Magnitudes and Its Association with Timed and Untimed Tests of Mathematics Achievement.” PLoS ONE, vol. 9, no. 4, Jan. 2014. EBSCOhost, widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=edsair&AN=edsair.doi.dedup.....272a456dc0d80e048baddeb9b3376981&authtype=sso&custid=ns315887.

APA

Pol Ghesquière, Bert De Smedt, & Carmen Brankaer. (2014). Children’s mapping between non-symbolic and symbolic numerical magnitudes and its association with timed and untimed tests of mathematics achievement. PLoS ONE, 9(4).

Chicago

Pol Ghesquière, Bert De Smedt, and Carmen Brankaer. 2014. “Children’s Mapping between Non-Symbolic and Symbolic Numerical Magnitudes and Its Association with Timed and Untimed Tests of Mathematics Achievement.” PLoS ONE 9 (4). http://widgets.ebscohost.com/prod/customlink/proxify/proxify.php?count=1&encode=0&proxy=&find_1=&replace_1=&target=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&scope=site&db=edsair&AN=edsair.doi.dedup.....272a456dc0d80e048baddeb9b3376981&authtype=sso&custid=ns315887.