Inhibition and shifting in children with learning deficits in arithmetic and reading.
about
Neurobiological underpinnings of math and reading learning disabilities.Performance of Children With Developmental Dyslexia on Two Skill Learning Tasks-Serial Reaction Time and Tower of Hanoi Puzzle: A Test of the Specific Procedural Learning Difficulties Theory.The intergenerational multiple deficit model and the case of dyslexia.Cognitive flexibility predicts early reading skills.Cognitive and behavioral attention in children with math difficultiesThe effect of parents' literacy skills and children's preliteracy skills on the risk of dyslexia.Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievementSchool based working memory training: Preliminary finding of improvement in children's mathematical performanceA hand full of numbers: a role for offloading in arithmetics learning?Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning.Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years.Growth in rapid automatized naming from grades K to 8 in children with math or reading disabilities.The "where" and "what" in developmental dyscalculia.Executive functioning in children with developmental dyslexia.The development of executive functions and early mathematics: a dynamic relationship.Family demographic profiles and their relationship with the quality of executive functioning subcomponents in kindergarten.Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls.Heterogeneity of Developmental Dyscalculia: Cases with Different Deficit Profiles.Comorbidity of Arithmetic and Reading Disorder.Greater functional connectivity between reading and error-detection regions following training with the reading acceleration program in children with reading difficulties.Contributions from specific and general factors to unique deficits: two cases of mathematics learning difficulties.Are Individual Differences in Arithmetic Fact Retrieval in Children Related to Inhibition?Executive Functioning Deficits Increase Kindergarten Children's Risk for Reading and Mathematics Difficulties in First Grade.Interference control in children with reading difficulties.Double-Deficit Hypothesis in a Clinical Sample: Extension Beyond Reading.General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach.Separating math from anxiety: The role of inhibitory mechanisms.A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems.Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study.The Influence of Gain and Loss on Arithmetic Performance.Behavioral Executive Functions Among Adolescents With Mathematics Difficulties.The contribution of executive functioning to academic achievement among male adolescents.Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory.Basic number processing in children with specific learning disorders: Comorbidity of reading and mathematics disorders.Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences.A Meta-Analysis of Working Memory Deficits in Children With Learning Difficulties: Is There a Difference Between Verbal Domain and Numerical Domain?Working memory development in children with mild to borderline intellectual disabilities.Do subitizing deficits in developmental dyscalculia involve pattern recognition weakness?Executive functions as predictors of math learning disabilities.The specific role of inhibition in reading comprehension in good and poor comprehenders.
P2860
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P2860
Inhibition and shifting in children with learning deficits in arithmetic and reading.
description
2004 nî lūn-bûn
@nan
2004年の論文
@ja
2004年学术文章
@wuu
2004年学术文章
@zh
2004年学术文章
@zh-cn
2004年学术文章
@zh-hans
2004年学术文章
@zh-my
2004年学术文章
@zh-sg
2004年學術文章
@yue
2004年學術文章
@zh-hant
name
Inhibition and shifting in children with learning deficits in arithmetic and reading.
@en
Inhibition and shifting in children with learning deficits in arithmetic and reading.
@nl
type
label
Inhibition and shifting in children with learning deficits in arithmetic and reading.
@en
Inhibition and shifting in children with learning deficits in arithmetic and reading.
@nl
prefLabel
Inhibition and shifting in children with learning deficits in arithmetic and reading.
@en
Inhibition and shifting in children with learning deficits in arithmetic and reading.
@nl
P1476
Inhibition and shifting in children with learning deficits in arithmetic and reading.
@en
P2093
Peter F de Jong
P304
P356
10.1016/J.JECP.2003.12.002
P577
2004-03-01T00:00:00Z