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Article: Longitudinal relations between the approximate number system and symbolic number skills in preschool children

TitleLongitudinal relations between the approximate number system and symbolic number skills in preschool children
Authors
Ouyang, XYang, YZhang, XZhang, Q
Issue Date2021
Citation
Journal of Experimental Child Psychology, 2021, v. 212, p. 105254 How to Cite?
DOI: http://dx.doi.org/10.1016/j.jecp.2021.105254
Persistent Identifierhttp://hdl.handle.net/10722/319945
ISI Accession Number ID
WOS:000685653000001

 

DC FieldValueLanguage
dc.contributor.authorOuyang, X-
dc.contributor.authorYang, Y-
dc.contributor.authorZhang, X-
dc.contributor.authorZhang, Q-
dc.date.accessioned2022-10-14T05:22:38Z-
dc.date.available2022-10-14T05:22:38Z-
dc.date.issued2021-
dc.identifier.citationJournal of Experimental Child Psychology, 2021, v. 212, p. 105254-
dc.identifier.urihttp://hdl.handle.net/10722/319945-
dc.languageeng-
dc.relation.ispartofJournal of Experimental Child Psychology-
dc.titleLongitudinal relations between the approximate number system and symbolic number skills in preschool children-
dc.typeArticle-
dc.identifier.emailZhang, X: xzhang1@hku.hk-
dc.identifier.authorityZhang, X=rp02192-
dc.identifier.doi10.1016/j.jecp.2021.105254-
dc.identifier.hkuros339592-
dc.identifier.volume212-
dc.identifier.spage105254-
dc.identifier.epage105254-
dc.identifier.isiWOS:000685653000001-

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