Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books. is a research paper published in Developmental Psychology (2024). On theSindex it has a DataRank of 0. It has been cited 7 times.
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National Science Foundation
Grant: GRFP-1144082/1746045
National Science Foundation
Grant: 1540741
US Department of Education
Grant: R305B140048
Heising-Simons Foundation
Grant: 2018-0680
National Institutes of Health
Grant: P01HD040605
US Department of Education; Institute of Education Sciences
Heising-Simons Foundation
National Institutes of Health; Eunice Kennedy Shriver National Institute of Child Health and Human Development
National Science Foundation
Overdeck Family Foundation
National Institutes of Health; Eunice Kennedy Shriver National Institute of Child Health and Human Development
National Science Foundation
US Department of Education; Institute of Education Sciences
Overdeck Family Foundation
Heising-Simons Foundation
FWCI
3.52
Citation Percentile
0.9%
Citation Trend
Fields of Study
MeSH Terms
Keywords