Preschools reduce early academic-achievement gaps: a longitudinal twin approach. - Wikidata - awgldk - TriplyDB

Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

http://www.wikidata.org/entity/Q36528395

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When Do Socioeconomic Resources Matter Most in Early Childhood?Child characteristics and parental educational expectations: evidence for transmission with transaction.Learning Motivation Mediates Gene-by-Socioeconomic Status Interaction on Mathematics Achievement in Early Childhood Overlapping genetic and child-specific nonshared environmental influences on listening comprehension, reading motivation, and reading comprehension.Gene-by-preschool interaction on the development of early externalizing problems How Many Pathways Underlie Socioeconomic Differences in the Development of Cognition and Achievement?Explaining the increasing heritability of cognitive ability across development: a meta-analysis of longitudinal twin and adoption studies.Nonparametric Estimates of Gene × Environment Interaction Using Local Structural Equation Modeling.Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students.Enduring links from childhood mathematics and reading achievement to adult socioeconomic status.Maternal mind-mindedness and children's behavioral difficulties: mitigating the impact of low socioeconomic status.Loss of Institutional Trust Among Racial and Ethnic Minority Adolescents: A Consequence of Procedural Injustice and a Cause of Life-Span Outcomes.Comparing the Developmental Genetics of Cognition and Personality over the Life Span.

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Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

http://www.wikidata.org/entity/Q36528395

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2012年の論文

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2012年論文

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2012年論文

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2012年論文

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2012年論文

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2012年论文

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2012年论文

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2012年论文

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Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

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Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

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Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

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Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

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Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

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Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

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Psychological Science

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Preschools reduce early academic-achievement gaps: a longitudinal twin approach.

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P2860

Emergence of a Gene x socioeconomic status interaction on infant mental ability between 10 months and 2 years.

The effect of assumptions about parental assortative mating and genotype-income correlation on estimates of genotype-environment interaction in the National Merit Twin Study.

Do Black and Hispanic children benefit more from preschool? Understanding differences in preschool effects across racial groups.

Infant zygosity can be assigned by parental report questionnaire data.

Individual differences methods for randomized experiments

Association between nonmaternal care in the first year of life and children's receptive language skills prior to school entry: the moderating role of socioeconomic status.

Closing the gap in academic readiness and achievement: the role of early childcare

Structural and Process Features in Three Types of Child Care for Children from High and Low Income Families.

The effect of school-based kindergarten transition policies and practices on child academic outcomes.

Human development in societal context.

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310-319

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scholarly article

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3

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Elliot Tucker-Drob

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