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. Author manuscript; available in PMC: 2017 Oct 1.
Published in final edited form as: J Exp Child Psychol. 2016 Jun 24;150:207–226. doi: 10.1016/j.jecp.2016.06.003

Figure 5.

Figure 5

Scatterplots depicting the relation between informal math ability and ANS precision (A) and verbal number estimation (B). Children with greater ANS precision (i.e., lower w) or lower verbal estimation variability (i.e., lower sigma) tended to have greater informal math ability.