| 240 | -- | 247 | Krzysztof Cipora, Mojtaba Soltanlou. Direct and conceptual replication in numerical cognition |
| 248 | -- | 258 | Jamie Campbell, Yalin Chen, Maham Azhar. Not toeing the number line for simple arithmetic: Two large-n conceptual replications of Mathieu et al. (Cognition, 2016, Experiment 1) |
| 259 | -- | 274 | Sabrina M. Di Lonardo Burr, Jill Turner, Jesse Nietmann, Jo-Anne LeFevre. When does the story matter? No evidence for the foregrounding hypothesis in math story problems |
| 275 | -- | 294 | Christina Artemenko, Nicolas Masson, Carrie Georges, Hans-Christoph Nuerk, Krzysztof Cipora. Not all elementary school teachers are scared of math |
| 295 | -- | 307 | Julia Bahnmueller, Krzysztof Cipora, Silke M. Göbel, Hans-Christoph Nuerk, Mojtaba Soltanlou. Pick the smaller number: No influence of linguistic markedness on three-digit number processing |
| 308 | -- | 327 | Bert Reynvoet, Andrew D. Ribner, Leanne Elliott, Manon Van Steenkiste, Delphine Sasanguie, Melissa E. Libertus. Making sense of the relation between number sense and math |
| 328 | -- | 350 | Yunji Park, Percival G. Matthews. Revisiting and refining relations between nonsymbolic ratio processing and symbolic math achievement |
| 351 | -- | 367 | Dana L. Chesney, Brittany Shoots-Reinhard, Ellen Peters. The causal impact of objective numeracy on judgments: Improving numeracy via symbolic and non-symbolic approximate arithmetic training yields more consistent risk judgments |
| 368 | -- | 387 | Anna F. Steiner, Sabrina Finke, Francina J. Clayton, Chiara Banfi, Ferenc Kemény, Silke M. Göbel, Karin Landerl. Language effects in early development of number writing and reading |
| 388 | -- | 410 | Ka Rene Grimes, Soyoung Park, Amanda McClelland, Jiyeon Park, Young Ri Lee, Maryam Nozari, Zainab Umer, Brenda Zaparolli, Diane Bryant. Effectiveness of a numeracy intelligent tutoring system in kindergarten: A conceptual replication |
| 411 | -- | 434 | Laurence Rousselle, Line Vossius. Acquiring the cardinal knowledge of number words: A conceptual replication |
| 435 | -- | 452 | Alexa Ellis, María Inés Susperreguy, David J. Purpura, Pamela Davis-Kean. Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies |
| 453 | -- | 472 | Alexa Ellis, Sammy F. Ahmed, Selin Zeytinoglu, Elif Isbell, Susan D. Calkins, Esther M. Leerkes, Jennie K. Grammer, William J. Gehring, Frederick J. Morrison, Pamela Davis-Kean. Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017) |
| 473 | -- | 475 | Jérôme Prado, Catherine Thevenot. A commentary on "Not toeing the number line for simple arithmetic: Two large-n conceptual replications of Mathieu et al. (Cognition, 2016, Experiment 1)" |
| 476 | -- | 478 | Sara A. Schmitt, G. John Geldhof, David J. Purpura, Robert J. Duncan, Megan M. McClelland. Commentary on Ellis et al. (2021) |
| 479 | -- | 482 | Michael Schneider, Simon Merz, Johannes Stricker, Bert De Smedt, Joke Torbeyns, Lieven Verschaffel, Koen Luwel. The importance of replicating meta-analyses: Commentary on "Conceptual replication and extension of the relation between the number line estimation task and mathematical competence across seven studies" |