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Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills

A study of the relationships among children's cognitive, attentional, linguistic, numerical skills and individual differences in spontaneous focusing on numerosity (SFON) in kindergarten and a second study of the relationship between children's individual differences in SFON in kindergarten and both mathematics and reading 2 years later in primary school, based on data from 139 Finnish-speaking children from 10 kindergartens in Finland
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Reports & Papers

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