Spontaneous focusing on numerosity as a domain-specific predictor of arithmetical skills
Hannula, Minna M., Lepola, Janne, Lehtinen, Erno
Published in Journal of experimental child psychology (01.12.2010)
Published in Journal of experimental child psychology (01.12.2010)
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Journal Article
Predicting adaptive expertise with rational number arithmetic
McMullen, Jake, Hannula‐Sormunen, Minna M., Lehtinen, Erno, Siegler, Robert S.
Published in British journal of educational psychology (01.06.2022)
Published in British journal of educational psychology (01.06.2022)
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Journal Article
Verbal and action‐based measures of kindergartners' SFON and their associations with number‐related utterances during picture book reading
Rathé, Sanne, Torbeyns, Joke, De Smedt, Bert, Hannula‐Sormunen, Minna M., Verschaffel, Lieven
Published in British journal of educational psychology (01.12.2018)
Published in British journal of educational psychology (01.12.2018)
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Journal Article
Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative relations
McMullen, Jake, Hannula‐Sormunen, Minna M., Kainulainen, Mikko, Kiili, Kristian, Lehtinen, Erno
Published in British journal of educational technology (01.03.2019)
Published in British journal of educational technology (01.03.2019)
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Journal Article
Mathematical game performance as an indicator of deliberate practice
McMullen, Jake, Bui, Phuong, Brezovszky, Boglárka, Lehtinen, Erno, Hannula-Sormunen, Minna
Published in International journal of serious games (25.11.2023)
Published in International journal of serious games (25.11.2023)
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Journal Article
Understanding students’ game experiences throughout the developmental process of the number navigation game
Bui, Phuong, Rodríguez-Aflecht, Gabriela, Brezovszky, Boglárka, Hannula-Sormunen, Minna M., Laato, Samuli, Lehtinen, Erno
Published in Educational technology research and development (01.10.2020)
Published in Educational technology research and development (01.10.2020)
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Journal Article
Trends in clinical characteristics, medication use, and glycemic control in insulin‐treated patients with type 1 and type 2 diabetes in Finland in 2012–2019: Nationwide real‐world evidence study
Niskanen, Leo, Hannula, Minna, Kysenius, Kai, Kaijala, Saara, Lassenius, Mariann I., Valle, Timo T.
Published in Journal of diabetes (01.05.2024)
Published in Journal of diabetes (01.05.2024)
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Journal Article
The role of attention in subitizing
Railo, Henry, Koivisto, Mika, Revonsuo, Antti, Hannula, Minna M.
Published in Cognition (01.04.2008)
Published in Cognition (01.04.2008)
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Journal Article
The effect of first school years on mathematical skill profiles
Nanu, Cristina, Laakkonen, Eero, Hannula-Sormunen, Minna
Published in Frontline learning research (26.02.2020)
Published in Frontline learning research (26.02.2020)
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Journal Article
Cognitive neuroscience meets mathematics education
De Smedt, Bert, Ansari, Daniel, Grabner, Roland H., Hannula, Minna M., Schneider, Michael, Verschaffel, Lieven
Published in Educational research review (2010)
Published in Educational research review (2010)
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Journal Article
Mathematical skills of 11-year-old children born very preterm and full-term
Halme, Hilma, McMullen, Jake, Nanu, Cristina E., Nyman, Anna, Hannula-Sormunen, Minna M.
Published in Journal of experimental child psychology (01.07.2022)
Published in Journal of experimental child psychology (01.07.2022)
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Journal Article
Cognitive-linguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A follow-up study from kindergarten to grade 2
Lepola, Janne, Niemi, Pekka, Kuikka, Mira, Hannula, Minna M.
Published in International journal of educational research (2005)
Published in International journal of educational research (2005)
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Journal Article
Preschool Children's Spontaneous Focusing on Numerosity, Subitizing, and Counting Skills as Predictors of Their Mathematical Performance Seven Years Later at School
Hannula-Sormunen, Minna M., Lehtinen, Erno, Räsänen, Pekka
Published in Mathematical thinking and learning (03.04.2015)
Published in Mathematical thinking and learning (03.04.2015)
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Journal Article