Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
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Benefits of a working memory training program for inattention in daily life: a systematic review and meta-analysisNumerical Activities and Information Learned at Home Link to the Exact Numeracy Skills in 5-6 Years-Old Children.Neural predictors of individual differences in response to math tutoring in primary-grade school children.Sources of individual differences in children's understanding of fractions.NUMBER AND COUNTING SKILLS IN KINDERGARTEN AS PREDICTORS OF GRADE 1 MATHEMATICAL SKILLSThe differential role of verbal and spatial working memory in the neural basis of arithmeticImproving arithmetic performance with number sense training: an investigation of underlying mechanism.Early predictors of middle school fraction knowledge.Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation SkillDevelopmental dyscalculia is related to visuo-spatial memory and inhibition impairment.Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.Adolescents' functional numeracy is predicted by their school entry number system knowledge.Cognitive components of a mathematical processing network in 9-year-old children.Hippocampal-neocortical functional reorganization underlies children's cognitive development.Developmental gains in visuospatial memory predict gains in mathematics achievementThe Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory StudyChildren's cognitive representation of the mathematical number line.Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.Brain Structural Integrity and Intrinsic Functional Connectivity Forecast 6 Year Longitudinal Growth in Children's Numerical Abilities.Verbal and visual-spatial working memory and mathematical ability in different domains throughout primary schoolIndividual differences in algebraic cognition: Relation to the approximate number and semantic memory systemsIndependent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems.Improving Children's Knowledge of Fraction Magnitudes.Competence with fractions predicts gains in mathematics achievement.Children's visuospatial memory predicts mathematics achievement through early adolescencePathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?Quantitative deficits of preschool children at risk for mathematical learning disabilityMathematical Cognition Deficits in Children With Learning Disabilities and Persistent Low Achievement: A Five-Year Prospective Study.Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.The Monkey game: A computerized verbal working memory task for self-reliant administration in primary school children.COMT Val(158)Met Polymorphism Is Associated with Verbal Working Memory in Neurofibromatosis Type 1.Untangling the Contribution of the Subcomponents of Working Memory to Mathematical Proficiency as Measured by the National Tests: A Study among Swedish Third GradersHow Parents Read Counting Books and Non-numerical Books to Their Preverbal Infants: An Observational Study.From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest.Teachers' Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic.Developmental Foundations of Children's Fraction Magnitude Knowledge.The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.Gaining control: changing relations between executive control and processing speed and their relevance for mathematics achievement over course of the preschool periodWhy do we differ in number sense? Evidence from a genetically sensitive investigation.
P2860
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P2860
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
description
2011 nî lūn-bûn
@nan
2011 թուականի Սեպտեմբերին հրատարակուած գիտական յօդուած
@hyw
2011 թվականի սեպտեմբերին հրատարակված գիտական հոդված
@hy
2011年の論文
@ja
2011年論文
@yue
2011年論文
@zh-hant
2011年論文
@zh-hk
2011年論文
@zh-mo
2011年論文
@zh-tw
2011年论文
@wuu
name
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
@ast
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
@en
type
label
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
@ast
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
@en
prefLabel
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
@ast
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
@en
P2860
P356
P1476
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study.
@en
P2093
David C Geary
P2860
P304
P356
10.1037/A0025510
P577
2011-09-26T00:00:00Z