What basic number processing measures in kindergarten explain unique variability in first-grade arithmetic proficiency?

Dimona Bartelet*, Anniek Vaessen, Leo Blomert, Daniel Ansari

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Original languageEnglish
Pages (from-to)12-28
JournalJournal of Experimental Child Psychology
Publication statusPublished - Jan 2014


  • Non-symbolic number processing skills
  • Symbolic number processing skills
  • Arithmetic proficiency
  • Elementary school
  • Task-specific effects
  • Unique predictors

Cite this