Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect 期刊界 All Journals 搜尽天下杂志传播学术成果专业期刊搜索期刊信息化学术搜索

Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect

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