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The relationship between the shape of the mental number line and familiarity with numbers in 5- to 9-year old children: Evidence for a segmented linear model

Child PsychologyCognitive Science9-Year Old ChildrenEarly Childhood DevelopmentCognitive DevelopmentSegmented Linear ModelEducationNumerical CompetenceCognitionSocial SciencesCognitive VariableMental Number LineNumeracyHuman CognitionExperimental PsychologyPsychologyChild DevelopmentDevelopmental Psychology