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Camilla Gilmore [5]Camilla K. Gilmore [3]
  1. Symbolic Arithmetic Knowledge Without Instruction.Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke - unknown
    Symbolic arithmetic is fundamental to science, technology and economics, but its acquisition by children typically requires years of effort, instruction and drill1,2. When adults perform mental arithmetic, they activate nonsymbolic, approximate number representations3,4, and their performance suffers if this nonsymbolic system is impaired5. Nonsymbolic number representations also allow adults, children, and even infants to add or subtract pairs of dot arrays and to compare the resulting sum or difference to a third array, provided that only approximate accuracy is required6–10. Here (...)
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  2.  55
    Non-Symbolic Arithmetic Abilities and Mathematics Achievement in the First Year of Formal Schooling.Camilla K. Gilmore, Shannon E. McCarthy & Elizabeth S. Spelke - 2010 - Cognition 115 (3):394-406.
  3.  17
    Direct and Indirect Influences of Executive Functions on Mathematics Achievement.Lucy Cragg, Sarah Keeble, Sophie Richardson, Hannah E. Roome & Camilla Gilmore - 2017 - Cognition 162:12-26.
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  4.  22
    Sampling From the Mental Number Line: How Are Approximate Number System Representations Formed?Matthew Inglis & Camilla Gilmore - 2013 - Cognition 129 (1):63-69.
    Nonsymbolic comparison tasks are commonly used to index the acuity of an individual's Approximate Number System (ANS), a cognitive mechanism believed to be involved in the development of number skills. Here we asked whether the time that an individual spends observing numerical stimuli influences the precision of the resultant ANS representations. Contrary to standard computational models of the ANS, we found that the longer the stimulus was displayed, the more precise was the resultant representation. We propose an adaptation of the (...)
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  5.  24
    The Developmental Onset of Symbolic Approximation: Beyond Nonsymbolic Representations, the Language of Numbers Matters.Iro Xenidou-Dervou, Camilla Gilmore, Menno van der Schoot & Ernest C. D. M. van Lieshout - 2015 - Frontiers in Psychology 6.
  6.  20
    Is the ANS Linked to Mathematics Performance?Matthew Inglis, Sophie Batchelor, Camilla Gilmore & Derrick G. Watson - 2017 - Behavioral and Brain Sciences 40.
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  7.  33
    Children’s Understanding of the Relationship Between Addition and Subtraction.Elizabeth Spelke & Camilla Gilmore - 2008 - Cognition 107 (3):932-945.
    In learning mathematics, children must master fundamental logical relationships, including the inverse relationship between addition and subtraction. At the start of elementary school, children lack generalized understanding of this relationship in the context of exact arithmetic problems: they fail to judge, for example, that 12 + 9 - 9 yields 12. Here, we investigate whether preschool children’s approximate number knowledge nevertheless supports understanding of this relationship. Five-year-old children were more accurate on approximate large-number arithmetic problems that involved an inverse transformation (...)
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    Children’s Understanding of the Relationship Between Addition and Subtraction.Camilla K. Gilmore & Elizabeth S. Spelke - 2008 - Cognition 107 (3):932-945.
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