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Title: Symbolic Magnitude Understanding Predicts Preschoolers’ Later Addition Skills
Award ID(s):
1911869
PAR ID:
10270682
Author(s) / Creator(s):
;
Date Published:
Journal Name:
Journal of Cognition and Development
Volume:
22
Issue:
2
ISSN:
1524-8372
Page Range / eLocation ID:
185 to 202
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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