Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

04-07-2020 | Original Article

The influence of children’s mathematical competence on performance in mental number line, time knowledge and time perception

Auteurs: Mohammad Ali Nazari, Saied Sabaghypour, Mina Pezhmanfard, Kiana Azizi, Shahram Vahedi

Gepubliceerd in: Psychological Research | Uitgave 5/2021

Abstract

A growing body of research suggests that space, time and number are represented within a common system. Other studies have shown this relationship is related to the mathematical competency. Here we examined the influence of the mathematical capacities of 8–12 years old children, grouped into high (n = 63) and low (n = 58) on performance in mental number line, time knowledge and time perception. The results revealed that mathematical competency influences mental number line and time knowledge, but with regard to time perception the effects were only observed in time production task. In addition, the results of correlation analysis revealed interaction between time knowledge, time production (but not reproduction) and mental number line. Finally, the findings are discussed within the framework of the recent theories regarding representation of space, time and number.

vorige artikel Correction to: Age differences in diffusion model parameters: a meta-analysis

volgende artikel When more is less in financial decision-making: financial literacy magnifies framing effects

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Abrahamse, E., van Dijck, J. P., & Fias, W. (2016). How does working memory enable number-induced spatial biases? Frontiers in Psychology, 7, 977. PubMedPubMedCentralCrossRef

Allman, M. J., Teki, S., Griffiths, T. D., & Meck, W. H. (2014). Properties of the internal clock: First-and second-order principles of subjective time. Annual Review of Psychology, 65, 743–771. PubMedCrossRef

Andersson, U. (2008). Mathematical competencies in children with different types of learning difficulties. Journal of Educational Psychology, 100(1), 48. CrossRef

Arrighi, R., Togoli, I., & Burr, D. C. (2014). A generalized sense of number. Proceedings of the Royal Society B: Biological Sciences, 281(1797), 20141791. PubMedPubMedCentralCrossRef

Ashcraft, M. H., & Moore, A. M. (2012). Cognitive processes of numerical estimation in children. Journal of Experimental Child Psychology, 111(2), 246–267. PubMedCrossRef

Aulet, L. S., & Lourenco, S. F. (2018). The developing mental number line: Does its directionality relate to 5- to 7-year-old children’s mathematical abilities? Frontiers in Psychology, 9, 1142. PubMedPubMedCentralCrossRef

Aulet, L. S., Yousif, S. R., & Lourenco, S. F. (2017). Numbers uniquely bias spatial attention: a novel paradigm for understanding spatial-numerical associations. In G. Gunzelmann., A. Howes., T. Tenbrink., & E. J. Davelaar (Ed.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 75–80). Austin, TX: Cognitive Science Society.

Bailey, D. H., Siegler, R. S., & Geary, D. C. (2014). Early predictors of middle school fraction knowledge. Developmental Science, 17(5), 775–785. PubMedPubMedCentralCrossRef

Baudouin, A., Vanneste, S., Isingrini, M., & Pouthas, V. (2006). Differential involvement of internal clock and working memory in the production and reproduction of duration: A study on older adults. Acta Psychologica, 121(3), 285–296. PubMedCrossRef

Block, R. A., Zakay, D., & Hancock, P. A. (1998). Human aging and duration judgments: A meta-analytic review. Psychology and Aging, 13(4), 584. PubMedCrossRef

Bonato, M., Zorzi, M., & Umiltà, C. (2012). When time is space: Evidence for a mental time line. Neuroscience & Biobehavioral Reviews, 36(10), 2257–2273. CrossRef

Booth, J. L., & Siegler, R. S. (2006). Developmental and individual differences in pure numerical estimation. Developmental Psychology, 42(1), 189. PubMedCrossRef

Booth, J. L., & Siegler, R. S. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79(4), 1016–1031. PubMedCrossRef

Boyer, T. W., Levine, S. C., & Huttenlocher, J. (2008). Development of proportional reasoning: Where young children go wrong. Developmental Psychology, 44(5), 1478. PubMedPubMedCentralCrossRef

Buhusi, C. V., & Meck, W. H. (2005). What makes us tick? Functional and neural mechanisms of interval timing. Nature Reviews Neuroscience, 6(10), 755–765. PubMedCrossRef

Bull, R., Cleland, A. A., & Mitchell, T. (2013). Sex differences in the spatial representation of number. Journal of Experimental Psychology: General, 142(1), 181. CrossRef

Butterworth, B. (2008). Developmental dyscalculia. In J. Reed & J. Warner-Rogers (Eds.), Child Neuropsychology: Concepts, Theory, and Practice (pp. 357–374).

Cantlon, J. F., Platt, M. L., & Brannon, E. M. (2009). Beyond the number domain. Trends in Cognitive Sciences, 13(2), 83–91. PubMedPubMedCentralCrossRef

Cappelletti, M., Freeman, E. D., & Cipolotti, L. (2009). Dissociations and interactions between time, numerosity and space processing. Neuropsychologia, 47(13), 2732–2748. PubMedPubMedCentralCrossRef

Cappelletti, M., Freeman, E. D., & Cipolotti, L. (2011). Numbers and time doubly dissociate. Neuropsychologia, 49(11), 3078–3092. PubMedCrossRef

Carey, S. (2009). The origin of concepts. Oxford: Oxford University Press. CrossRef

Casasanto, D., & Boroditsky, L. (2008). Time in the mind: Using space to think about time. Cognition, 106(2), 579–593. PubMedCrossRef

Castelli, F., Glaser, D. E., & Butterworth, B. (2006). Discrete and analogue quantity processing in the parietal lobe: A functional MRI study. Proceedings of the National Academy of Sciences, 103(12), 4693–4698. CrossRef

Cheng, Y. L., & Mix, K. S. (2014). Spatial training improves children's mathematics ability. Journal of Cognition and Development, 15(1), 2–11. CrossRef

Cipora, K., Hohol, M., Nuerk, H. C., Willmes, K., Brożek, B., Kucharzyk, B., et al. (2016). Professional mathematicians differ from controls in their spatial–numerical associations. Psychological Research Psychologische Forschung, 80(4), 710–726. PubMedCrossRef

Cipora, K., & Nuerk, H. C. (2013). Is the SNARC effect related to the level of mathematics? No systematic relationship observed despite more power, more repetitions, and more direct assessment of arithmetic skill. The Quarterly Journal of Experimental Psychology, 66(10), 1974–1991. PubMedCrossRef

Cohen, D. J., & Sarnecka, B. W. (2014). Children’s number-line estimation shows development of measurement skills (not number representations). Developmental Psychology, 50(6), 1640. PubMedPubMedCentralCrossRef

Conson, M., Cinque, F., Barbarulo, A. M., & Trojano, L. (2008). A common processing system for duration, order and spatial information: Evidence from a time estimation task. Experimental Brain Research, 187(2), 267–274. PubMedCrossRef

Dehaene, S. (2001). Précis of the number sense. Mind & language, 16(1), 16–36.

Dehaene, S. (2011). The number sense: How the mind creates mathematics. Oxford: OUP.

Dehaene, S., Bossini, S., & Giraux, P. (1993). The mental representation of parity and number magnitude. Journal of Experimental Psychology: General, 122(3), 371. CrossRef

Dehaene, S., Dehaene-Lambertz, G., & Cohen, L. (1998). Abstract representations of numbers in the animal and human brain. Trends in Neurosciences, 21(8), 355–361. PubMedCrossRefPubMedCentral

Droit-Volet, S., Clément, A., & Fayol, M. (2008). Time, number and length: Similarities and differences in discrimination in adults and children. The Quarterly Journal of Experimental Psychology, 61(12), 1827–1846. PubMedCrossRefPubMedCentral

Fabbri, M., & Natale, V. (2009). Does the ATOM (a theory of magnitude) model represent the advance in psychological research? 83–111.

Fias, W., & Fischer, M. H. (2005). Spatial representation of numbers. In J. I. D. Campbell (Ed.), Handbook of mathematical cognition (pp. 43–54). Psychology Press.

Fischer, M. H. (2006). The future for SNARC could be stark…. Cortex, 42(8), 1066–1068. PubMedCrossRefPubMedCentral

Fischer, M. H. (2008). Finger counting habits modulate spatial–numerical associations. Cortex, 44(4), 386–392. PubMedCrossRefPubMedCentral

Fraisse, P. (1963) The Psychology of Time. Harper & Row.

Friedman, W. J. (1977). The development of children's understanding of cyclic aspects of time. Child Development 48(4), 1593–1599. https://doi.org/10.2307/1128523

Friedman, W. J. (1986). The development of children's knowledge of temporal structure. Child development, 57(6), 1386–1400.

Friedman, W. J. (2000). The development of children's knowledge of the times of future events. Child Development, 71(4), 913–932. PubMedCrossRef

Fuson, K. C., Clements, D. H., & Sybilla. Beckmann. (2010). Focus in kindergarten: Teaching with curriculum focal points. National Council of Teachers of Mathematics.

Galton, F. (1880). Visualised numerals. Nature, 21(533), 252–256. CrossRef

Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539. PubMedPubMedCentralCrossRef

Gevers, W., Reynvoet, B., & Fias, W. (2003). The mental representation of ordinal sequences is spatially organized. Cognition, 87(3), B87–B95. PubMedCrossRef

Gevers, W., Reynvoet, B., & Fias, W. (2004). The mental representation of ordinal sequences is spatially organised: evidence from days of the week. Cortex, 40, 171–172.

Gilligan, K. A., Flouri, E., & Farran, E. K. (2017). The contribution of spatial ability to mathematics achievement in middle childhood. Journal of Experimental Child Psychology, 163, 107–125. PubMedCrossRef

Ginsburg, V., Van Dijck, J. P., Previtali, P., Fias, W., & Gevers, W. (2014). The impact of verbal working memory on number–space associations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(4), 976. PubMed

Göbel, S. M., Watson, S. E., Lervåg, A., & Hulme, C. (2014). Children’s arithmetic development: It is number knowledge, not the approximate number sense, that counts. Psychological Science, 25(3), 789–798. PubMedCrossRefPubMedCentral

Grondin, S. (2010). Timing and time perception: A review of recent behavioral and neuroscience findings and theoretical directions. Attention, Perception, & Psychophysics, 72(3), 561–582. CrossRef

Hoffmann, D., Mussolin, C., Martin, R., Schiltz, C. (2014). The Impact of Mathematical Proficiency on the Number-Space Association. PLoS ONE, 9(1), e85048. https://doi.org/10.1371/journal.pone.0085048

Hornung, C., Schiltz, C., Brunner, M., & Martin, R. (2014). Predicting first-grade mathematics achievement: The contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Frontiers in Psychology, 5, 272. PubMedPubMedCentralCrossRef

Hubbard, E. M., Piazza, M., Pinel, P., & Dehaene, S. (2005). Interactions between number and space in parietal cortex. Nature Reviews Neuroscience, 6(6), 435–448. PubMedCrossRefPubMedCentral

Ishihara, M., Keller, P. E., Rossetti, Y., & Prinz, W. (2008). Horizontal spatial representations of time: Evidence for the STEARC effect. Cortex, 44(4), 454–461. PubMedCrossRefPubMedCentral

Jordan, N. C., Glutting, J., & Ramineni, C. (2010). The importance of number sense to mathematics achievement in first and third grades. Learning and Individual Differences, 20(2), 82–88. PubMedPubMedCentralCrossRef

Jordan, N. C., Hansen, N., Fuchs, L. S., Siegler, R. S., Gersten, R., & Micklos, D. (2013). Developmental predictors of fraction concepts and procedures. Journal of Experimental Child Psychology, 116(1), 45–58. PubMedCrossRefPubMedCentral

Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850. PubMedPubMedCentralCrossRef

Khoshnoud, S., Shamsi, M., Nazari, M. A., & Makeig, S. (2018). Different cortical source activation patterns in children with attention deficit hyperactivity disorder during a time reproduction task. Journal of Clinical and Experimental Neuropsychology, 40(7), 633–649. PubMedCrossRef

Kramer, P., Bressan, P., & Grassi, M. (2011). Time estimation predicts mathematical intelligence. PloS ONE, 6(12), e28621. https://doi.org/10.1371/journal.pone.0028621.

Kramer, P., Bressan, P., & Grassi, M. (2018). The SNARC effect is associated with worse mathematical intelligence and poorer time estimation. Royal Society Open Science, 5(8), 172362. PubMedPubMedCentralCrossRef

Labrell, F., Costa, H. C., Perdry, H., & Dellatolas, G. (2020). The Time Knowledge Questionnaire for children. Heliyon, 6(2), e03331. PubMedPubMedCentralCrossRef

Labrell, F., Mikaeloff, Y., Perdry, H., & Dellatolas, G. (2016). Time knowledge acquisition in children aged 6–11 years and its relationship with numerical skills. Journal of Experimental Child Psychology, 143, 1–13. PubMedCrossRef

Labrell, F., & Stefaniak, N. (2011). The development of diachronic thinking between 6 and 11 years: The case of growth and death. International Journal of Behavioral Development, 35(6), 532–541. CrossRef

Laski, E. V., & Siegler, R. S. (2007). Is 27 a big number? Correlational and causal connections among numerical categorization, number line estimation, and numerical magnitude comparison. Child Development, 78(6), 1723–1743. PubMedCrossRef

Lauer, J. E., & Lourenco, S. F. (2016). Spatial processing in infancy predicts both spatial and mathematical aptitude in childhood. Psychological Science, 27(10), 1291–1298. PubMedCrossRef

Link, T., Nuerk, H. C., & Moeller, K. (2014). On the relation between the mental number line and arithmetic competencies. The Quarterly Journal of Experimental Psychology, 67(8), 1597–1613. PubMedCrossRef

Lourenco, S. F., & Longo, M. R. (2010). General magnitude representation in human infants. Psychological Science, 21(6), 873–881. PubMedCrossRef

Lu, A., Hodges, B., Zhang, J., & Zhang, J. X. (2009). Contextual effects on number–time interaction. Cognition, 113(1), 117–122. PubMedCrossRef

Maertens, B., De Smedt, B., Sasanguie, D., Elen, J., & Reynvoet, B. (2016). Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter? Learning and Instruction, 46, 1–11. CrossRef

Marcelino, L., de Sousa, Ó., & Lopes, A. (2017). Predictive relation between early numerical competencies and mathematics achievement in first grade Portuguese children. Frontiers in Psychology, 8, 1103. PubMedPubMedCentralCrossRef

McCormack, T., & Hoerl, C. (2008). Temporal decentering and the development of temporal concepts. Language Learning, 58, 89–113. CrossRef

McInerney, R. J., & Kerns, K. A. (2003). Time reproduction in children with ADHD: Motivation matters. Child Neuropsychology, 9(2), 91–108. PubMedCrossRef

Meck, W. H. (1983). Selective adjustment of the speed of internal clock and memory processes. Journal of Experimental Psychology: Animal Behavior Processes, 9(2), 171. PubMed

Meck, W. H. (1996). Neuropharmacology of timing and time perception. Cognitive Brain Research, 3(3–4), 227–242. PubMedCrossRef

Meck, W. H., & Church, R. M. (1983). A mode control model of counting and timing processes. Journal of Experimental Psychology: Animal Behavior Processes, 9(3), 320. PubMed

Nourouzi Mehlabani, S., Sabaghypour, S., & Nazari, M. A. (2020). Number is special: time, space, and number interact in a temporal reproduction task. Cognitive Processing. https://doi.org/10.1007/s10339-020-00968-6. CrossRefPubMed

Mioni, G., Capizzi, M., & Stablum, F. (2020). Age-related changes in time production and reproduction tasks: Involvement of attention and working memory processes. Aging Neuropsychology, and Cognition, 27(3), 412–429. https://doi.org/10.1080/13825585.2019.1626799. CrossRef

Moyer, R. S., & Landauer, T. K. (1967). Time required for judgements of numerical inequality. Nature, 215(5109), 1519–1520. PubMedCrossRef

Mueller, S. T., & Piper, B. J. (2014). The psychology experiment building language (PEBL) and PEBL test battery. Journal of Neuroscience Methods, 222, 250–259. PubMedCrossRef

Mulligan, J., Woolcott, G., Mitchelmore, M., & Davis, B. (2018). Connecting mathematics learning through spatial reasoning. Mathematics Education Research Journal, 30(1), 77–87. CrossRef

Newcombe, N. S. (2013). Seeing relationships: using spatial thinking to teach science, mathematics, and social studies. American Educator, 37(1), 26.

Oliveri, M., Vicario, C. M., Salerno, S., Koch, G., Turriziani, P., Mangano, R., et al. (2008). Perceiving numbers alters time perception. Neuroscience Letters, 438(3), 308–311. PubMedCrossRef

Ornstein, R. (1975). On the experience of time. Baltimore: Penguin.

Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405–421. PubMedCrossRef

Pan, Y., & Luo, Q. Y. (2012). Working memory modulates the perception of time. Psychonomic Bulletin & Review, 19(1), 46–51. CrossRef

Perbal, S., Droit-Volet, S., Isingrini, M., & Pouthas, V. (2002). Relationships between age-related changes in time estimation and age-related changes in processing speed, attention, and memory. Aging, Neuropsychology, and Cognition, 9(3), 201–216. CrossRef

Ramani, G. B., & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child Development, 79(2), 375–394. PubMedCrossRef

Rammsayer, T. H. (2001). Ageing and temporal processing of durations within the psychological present. European Journal of Cognitive Psychology, 13(4), 549–565. CrossRef

Santiago, J., Román, A., Ouellet, M., Rodríguez, N., & Pérez-Azor, P. (2010). In hindsight, life flows from left to right. Psychological Research PRPF, 74(1), 59–70. CrossRef

Schneider, M., Beeres, K., Coban, L., Merz, S., Susan Schmidt, S., Stricker, J., et al. (2017). Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: A meta-analysis. Developmental Science, 20(3), e12372. CrossRef

Schneider, M., Grabner, R. H., & Paetsch, J. (2009). Mental number line, number line estimation, and mathematical achievement: their interrelations in grades 5 and 6. Journal of Educational Psychology, 101(2), 359. CrossRef

Schneider, M., Heine, A., Thaler, V., Torbeyns, J., De Smedt, B., Verschaffel, L., et al. (2008). A validation of eye movements as a measure of elementary school children's developing number sense. Cognitive Development, 23(3), 409–422. CrossRef

Schneider, M., Merz, S., Stricker, J., De Smedt, B., Torbeyns, J., Verschaffel, L., et al. (2018). Associations of number line estimation with mathematical competence: A meta-analysis. Child Development, 89(5), 1467–1484. PubMedCrossRef

Seron, X., Pesenti, M., Noel, M. P., Deloche, G., & Cornet, J. A. (1992). Images of numbers, or “When 98 is upper left and 6 sky blue”. Cognition, 44(1–2), 159–196. PubMedCrossRef

Siegler, R. S. (2016). Magnitude knowledge: The common core of numerical development. Developmental Science, 19(3), 341–361. PubMedCrossRef

Siegler, R. S., & Opfer, J. E. (2003). The development of numerical estimation: Evidence for multiple representations of numerical quantity. Psychological science, 14(3), 237–250. PubMedCrossRef

Simms, V., Clayton, S., Cragg, L., Gilmore, C., & Johnson, S. (2016). Explaining the relationship between number line estimation and mathematical achievement: The role of visuomotor integration and visuospatial skills. Journal of Experimental Child Psychology, 145, 22–33. PubMedCrossRef

Skagerlund, K., & Träff, U. (2016). Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities. Journal of Experimental Child Psychology, 143, 85–101. PubMedCrossRef

Starkey, P., & Cooper, R. G. (1980). Perception of numbers by human infants. Science, 210(4473), 1033–1035. PubMedCrossRef

Strauss, M. S., & Curtis, L. E. (1981). Infant perception of numerosity. Child Development, 52, 1146–1152. PubMedCrossRef

Tobia, V., Rinaldi, L., & Marzocchi, G. M. (2018). Time processing impairments in preschoolers at risk of developing difficulties in mathematics. Developmental Science, 21(2), e12526. CrossRef

Torbeyns, J., Schneider, M., Xin, Z., & Siegler, R. S. (2015). Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, 37, 5–13. CrossRef

Treisman, M. (1963). Temporal discrimination and the indifference interval: Implications for a model of the" internal clock". Psychological Monographs: General and Applied, 77(13), 1. CrossRef

Üstün, S., Kale, E. H., & Çiçek, M. (2017). Neural networks for time perception and working memory. Frontiers in Human Neuroscience, 11, 83. PubMedPubMedCentralCrossRef

Vallesi, A., Binns, M. A., & Shallice, T. (2008). An effect of spatial–temporal association of response codes: Understanding the cognitive representations of time. Cognition, 107(2), 501–527. PubMedCrossRef

van Dijck, J. P., & Fias, W. (2011). A working memory account for spatial–numerical associations. Cognition, 119(1), 114–119. PubMedCrossRef

Van Luit, J. E. H., & Toll, S. W. M. (2018). Associative cognitive factors of math problems in students diagnosed with developmental dyscalculia. Frontiers in Psychology, 9, 1907. PubMedPubMedCentralCrossRef

Van Opstal, F., & Verguts, T. (2011). The origins of the numerical distance effect: the same–different task. Journal of Cognitive Psychology, 23(1), 112–120. CrossRef

Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., & Newcombe, N. (2017). Links between spatial and mathematical skills across the preschool years. Hoboken: Wiley.

Vicario, C. M. (2013). On a generalized magnitude system in the brain: An integrative perspective. Frontiers in Psychology, 4, 829. PubMedPubMedCentral

Vogel, S. E., Grabner, R. H., Schneider, M., Siegler, R. S., & Ansari, D. (2013). Overlapping and distinct brain regions involved in estimating the spatial position of numerical and non-numerical magnitudes: An fMRI study. Neuropsychologia, 51(5), 979–989. PubMedCrossRef

Walsh, V. (2003). A theory of magnitude: Common cortical metrics of time, space and quantity. Trends in Cognitive Sciences, 7(11), 483–488. PubMedCrossRef

Walsh, V. (2015). A theory of magnitude: The parts that sum to number. In R. C. Kadosh & A. Dowker (Eds.), Oxford library of psychology. The Oxford handbook of numerical cognition (pp. 552–565). Oxford University Press.

Wilson, A. J., & Dehaene, S. (2007). Number sense and developmental dyscalculia. Human Behavior, Learning, and the Developing Brain: Atypical Development, 2, 212–237.

Winter, B., Marghetis, T., & Matlock, T. (2015). Of magnitudes and metaphors: Explaining cognitive interactions between space, time, and number. Cortex, 64, 209–224. PubMedCrossRef

Xuan, B., Chen, X. C., He, S., & Zhang, D. R. (2009). Numerical magnitude modulates temporal comparison: An ERP study. Brain Research, 1269, 135–142. PubMedCrossRef

Titel: The influence of children’s mathematical competence on performance in mental number line, time knowledge and time perception
Auteurs: Mohammad Ali Nazari
Saied Sabaghypour
Mina Pezhmanfard
Kiana Azizi
Shahram Vahedi
Publicatiedatum: 04-07-2020
Uitgeverij: Springer Berlin Heidelberg
Gepubliceerd in: Psychological Research / Uitgave 5/2021
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI: https://doi.org/10.1007/s00426-020-01380-7

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 5/2021

Temporal error monitoring with directional error magnitude judgements: a robust phenomenon with no effect of being watched

Pretty crowds are happy crowds: the influence of attractiveness on mood perception

Correction to: Age differences in diffusion model parameters: a meta-analysis

Dual mechanisms of cognitive control in mindful individuals

Precrastination and individual differences in working memory capacity

Correction to: Pretty crowds are happy crowds: the influence of attractiveness on mood perception