Kristy L. vanMarle, Ph.D.
Affiliations: | 2004 | Yale University, New Haven, CT |
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"Kristy vanMarle"Mean distance: 17.21 (cluster 15) | S | N | B | C | P |
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Sign in to add mentorKaren Wynn | grad student | 2004 | Yale | |
(Infants' understanding of number: The relationship between discrete and continuous quantity.) |
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Publications
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Chu FW, vanMarle K, Hoard MK, et al. (2019) Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disability. Journal of Experimental Child Psychology. 188: 104668 |
Geary DC, vanMarle K, Chu FW, et al. (2019) Predicting age of becoming a cardinal principle knower. Journal of Educational Psychology. 111: 256-267 |
Geary DC, vanMarle K. (2018) Growth of symbolic number knowledge accelerates after children understand cardinality. Cognition. 177: 69-78 |
Chu FW, vanMarle K, Rouder J, et al. (2018) Children's early understanding of number predicts their later problem-solving sophistication in addition. Journal of Experimental Child Psychology. 169: 73-92 |
Luo Y, Hennefield L, Mou Y, et al. (2017) Infants' Understanding of Preferences When Agents Make Inconsistent Choices. Infancy : the Official Journal of the International Society On Infant Studies. 22: 843-856 |
Geary DC, vanMarle K, Chu FW, et al. (2017) Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge. Psychological Science. 956797617729817 |
Luo Y, Hennefield L, Mou Y, et al. (2017) Infants' Understanding of Preferences When Agents Make Inconsistent Choices Infancy. 22: 843-856 |
vanMarle K, Chu FW, Mou Y, et al. (2016) Attaching meaning to the number words: contributions of the object tracking and approximate number systems. Developmental Science |
Geary DC, vanMarle K. (2016) Young Children's Core Symbolic and Nonsymbolic Quantitative Knowledge in the Prediction of Later Mathematics Achievement. Developmental Psychology |
Chu FW, vanMarle K, Geary DC. (2016) Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities. Frontiers in Psychology. 7: 775 |