Francesco Sella
Affiliations: | Centre for Mathematical Cognition | Loughborough University, Loughborough, England, United Kingdom |
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| Dolfi S, Decarli G, Lunardon M, et al. (2024) Weaker number sense accounts for impaired numerosity perception in dyscalculia: Behavioral and computational evidence. Developmental Science. e13538 |
| Decarli G, Sella F, Lanfranchi S, et al. (2022) Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense. Psychological Science. 9567976221097947 |
| Lanfranchi S, Onnivello S, Lunardon M, et al. (2021) Parent-based training of basic number skills in children with Down syndrome using an adaptive computer game. Research in Developmental Disabilities. 112: 103919 |
| Sella F, Lucangeli D. (2019) The knowledge of the preceding number reveals a mature understanding of the number sequence. Cognition. 194: 104104 |
| Sella F, Lucangeli D, Zorzi M. (2018) Spatial order relates to the exact numerical magnitude of digits in young children. Journal of Experimental Child Psychology |
| Hartwright CE, Looi CY, Sella F, et al. (2018) Publisher Correction: The Neurocognitive Architecture of Individual Differences in Math Anxiety in Typical Children. Scientific Reports. 8: 11302 |
| Sella F, Lucangeli D, Zorzi M. (2018) Spatial and Verbal Routes to Number Comparison in Young Children. Frontiers in Psychology. 9: 776 |
| Hartwright CE, Looi CY, Sella F, et al. (2018) The Neurocognitive Architecture of Individual Differences in Math Anxiety in Typical Children. Scientific Reports. 8: 8500 |
| Sella F, Berteletti I, Lucangeli D, et al. (2016) Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle. Cognition. 158: 56-67 |
| Sella F, Berteletti I, Lucangeli D, et al. (2016) Spontaneous non-verbal counting in toddlers. Developmental Science. 19: 329-37 |