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Result 1 to 20 of 25 total

Non-symbolic approximate arithmetic training improves math performance in preschoolers. (English)
J. Exp. Child Psychol. 152, 278-293 (2016).
Classification: F31 F21 C31 C51
1
Identifying the cognitive predictors of early counting and calculation skills: evidence from a longitudinal study. (English)
J. Exp. Child Psychol. 140, 16-37 (2015).
Classification: F21 F31 F32 C31 C32 C41 C42
2
Processes in the development of mathematics in kindergarten children from title 1 schools. (English)
J. Exp. Child Psychol. 140, 56-73 (2015).
Classification: C41 C51 F21 F31
3
Individual differences in cognitive resources and elementary school mathematics achievement: examining the roles of storage and attention. (English)
Learn. Individ. Differ. 37, 55-63 (2015).
Classification: C30
4
Optical topography of evoked brain activity during mental tasks involving whole number operations. (English)
Int. J. Math. Teach. Learn. 2014, 36 p., electronic only (2014).
Classification: C80 C30 D50 F30
5
What’s magic about magic numbers? Chunking and data compression in short-term memory. (English)
Cognition 122, No. 3, 346-362 (2012).
Classification: C30 F20
6
Why is paper-and-pencil multiplication difficult for many people? (English)
J. Math. Behav. 31, No. 4, 463-475 (2012).
Classification: D70 F30
7
The effects of Wechsler intelligence scale for children-fourth edition cognitive abilities on math achievement. (English)
J. Sch. Psychol. 50, No. 1, 113-128 (2012).
Classification: C30
8
The relative importance of two different mathematical abilities to mathematical achievement. (English)
Br. J. Educ. Psychol. 82, No. 1, 136-156 (2012).
Classification: C30 C80
9
A naturalistic study of executive function and mathematical problem-solving. (English)
J. Math. Behav. 31, No. 2, 196-208 (2012).
Classification: D53
10
The cognitive predictors of computational skill with whole versus rational numbers: an exploratory study. (English)
Learn. Individ. Differ. 21, No. 5, 536-542 (2011).
Classification: F32 F43 D62 D63
11
Updating working memory and arithmetical attainment in school. (English)
Learn. Individ. Differ. 21, No. 6, 655-661 (2011).
Classification: C80 C30
12
Individual differences in working memory, nonverbal IQ, and mathematics achievement and brain mechanisms associated with symbolic and nonsymbolic number processing. (English)
Learn. Individ. Differ. 21, No. 6, 644-654 (2011).
Classification: C80 C30
13
Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study. (English)
Dev. Psychol. 47, No. 6, 1539-1552 (2011).
Classification: C32 C33 C42 C43 F32 F33
14
Development and importance of quantity-number-competence and of basal convention and rule knowledge in grades 5 through 9. (Entwicklung und Bedeutung von Mengen-Zahlen-Kompetenzen und eines basalen Konventions- und Regelwissens in den Klassen 5 bis 9.) (German)
Z. Entwicklungspsychol. Pädagog. Psychol. 43, No. 4, 228-242 (2011).
Classification: C33
15
Do different types of school mathematics development depend on different constellation of numerical versus general cognitive abilities? (English)
Dev. Psychol. 46, No. 6, 1731-1746 (2010).
Classification: C32 D62
16
“I think I can, but I’m afraid to try": the role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. (English)
Learn. Individ. Differ. 20, No. 3, 276-283 (2010).
Classification: B50 D59 C29
17
Managing cognitive load in the mathematics classroom. (English)
Aust. Math. Teach. 66, No. 1, 5-11 (2010).
Classification: D30 C70 C30
18
Cultural differences in complex addition: Efficient Chinese versus adaptive Belgians and Canadians. (English)
J. Exp. Psychol.: Learn. Mem. Cogn. 35, No. 6, 1465-1476 (2009).
Classification: C30 C80 F30 D50
19
The effect of illustrations in arithmetic problem-solving: effects of increased cognitive load. (English)
Learn. Instr. 19, No. 4, 345-353 (2009).
Classification: F83 C73 D53
20
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Result 1 to 20 of 25 total

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