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Bert De Smedt
Researcher at Katholieke Universiteit Leuven
Publications - 214
Citations - 7236
Bert De Smedt is an academic researcher from Katholieke Universiteit Leuven. The author has contributed to research in topics: Cognition & Educational neuroscience. The author has an hindex of 39, co-authored 197 publications receiving 5977 citations. Previous affiliations of Bert De Smedt include Royal Meteorological Institute & University of Western Ontario.
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Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis
Michael Schneider,Kassandra Beeres,Leyla Coban,Simon Merz,S. Susan Schmidt,Johannes Stricker,Bert De Smedt +6 more
TL;DR: The results support the view that magnitude processing is reliably associated with mathematical competence over the lifespan in a wide range of tasks, measures and mathematical subdomains.
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How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
TL;DR: A few neuroimaging studies revealed that brain activation during number comparison correlates with children's mathematics achievement level, but the consistency of such relationships for symbolic and non-symbolic processing is unclear.
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Working Memory and Individual Differences in Mathematics Achievement: A Longitudinal Study from First Grade to Second Grade.
TL;DR: Working memory was significantly related to mathematics achievement in both grades, showing that working memory clearly predicts later mathematics achievement.
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The Predictive Value of Numerical Magnitude Comparison for Individual Differences in Mathematics Achievement.
TL;DR: These findings provide longitudinal evidence that the size of the individual's distance effect, calculated on the basis of reaction times, was predictively related to mathematics achievement.
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Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties
Bert De Smedt,Camilla Gilmore +1 more
TL;DR: Numerical magnitude processing in first graders with severe and mild forms of mathematical difficulties, children with mathematics learning disabilities (MLD) and children with low achievement (LA) in mathematics, respectively is examined to shed light on the types of intervention that may help children who struggle with learning mathematics.