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Foundations of mathematics and literacy: the role of executive functioning components. (English)
J. Exp. Child Psychol. 153, 15-34 (2017).
Classification: C31 C41 F21
1
Cognitive factors affecting children’s nonsymbolic and symbolic magnitude judgment abilities: A latent profile analysis. (English)
J. Exp. Child Psychol. 152, 173-191 (2016).
Classification: F21 F22 C31 C32 C41 C42
2
The precision of mapping between number words and the approximate number system predicts children’s formal math abilities. (English)
J. Exp. Child Psychol. 150, 207-226 (2016).
Classification: F21 C51 C41 C42 C31 C32
3
Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. (English)
Early Child. Res. Q. 37, 1-15 (2016).
Classification: C61 C31 F21 C41
4
Do ‘skills beget skills’? Evidence on the effect of kindergarten entrance age on the evolution of cognitive and non-cognitive skill gaps in childhood. (English)
Econ. Educ. Rev. 53, 194-206 (2016).
Classification: C31 C41
5
Concurrent and longitudinal predictors of calculation skills in preschoolers. (English)
Eur. J. Psychol. Educ. 31, No. 2, 155-174 (2016).
Classification: F31 F21 C41 C31
6
Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children. (English)
Early Child. Res. Q. 36, 178-189 (2016).
Classification: F21 C51 C41
7
The underlying number-space mapping among kindergarteners and its relation with early numerical abilities. (English)
J. Exp. Child Psychol. 148, 35-50 (2016).
Classification: F21 C31 C41
8
Longer-term associations of preschool education: the predictive role of preschool quality for the development of mathematical skills through elementary school. (English)
Early Child. Res. Q. 36, 475-488 (2016).
Classification: D31 D41 C41 C31
9
Which preschool mathematics competencies are most predictive of fifth grade achievement? (English)
Early Child. Res. Q. 36, 550-560 (2016).
Classification: C41 C33 F20 F30
10
“The course is set early" ‒ individual characteristics of mathematical giftedness in the pre-school age. (“Die Weichen werden früh gestellt" ‒ Individuelle Ausprägungen mathematischer Begabungen im Vorschulalter.) (German)
Benölken, Ralf (ed.) et al., Individuelles Fördern im Kontext von Inklusion. Tagungsband aus Anlass des zehnjährigen Bestehens des Projektes ‘Mathe für kleine Asse’ und des einjährigen Jubiläums des Projektes ‘MaKosi’. Münster: WTM-Verlag (ISBN 978-3-95987-001-6/pbk). Schriften zur Mathematischen Begabungsforschung 8, 163-173 (2016).
Classification: C31 C41 C91
11
Longitudinal associations between residential mobility and early academic skills among low-income children. (English)
Early Child. Res. Q. 36, 190-200 (2016).
Classification: C31 C61 C41
12
Morphological awareness longitudinally predicts counting ability in Chinese kindergarteners. (English)
Learn. Individ. Differ. 47, 215-221 (2016).
Classification: F21 C41 C51
13
Number-specific and general cognitive markers of preschoolers’ math ability profiles. (English)
J. Exp. Child Psychol. 147, 1-21 (2016).
Classification: C41 F21 C31 C51
14
Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood. (English)
Early Child. Res. Q. 35, 76-84 (2016).
Classification: C32 C42 C22 C62 C41 C31 C61 C21 C71
15
Non-symbolic division in childhood. (English)
J. Exp. Child Psychol. 142, 66-82 (2016).
Classification: F21 F31 C31 C41
16
Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergarten. (English)
Learn. Instr. 41, 85-93 (2016).
Classification: C71 C41 C31
17
Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes. (English)
Early Child. Res. Q. 34, 104-114 (2016).
Classification: C41
18
Cognition and classroom quality as predictors of math achievement in the kindergarten year. (English)
Learn. Instr. 41, 32-40 (2016).
Classification: C31 C41 C71
19
More than numerical basic competencies? On the dimensionality and structure of mathematical competencies of kindergartners. (Mehr als numerische Basiskompetenzen? Zur Dimensionalität und Struktur mathematischer Kompetenz von Kindergartenkindern.) (German)
Psychol. Erzieh. Unterr. 62, No. 3, 205-217 (2015).
Classification: C41 C31 F21
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