These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.
250 related articles for article (PubMed ID: 28781382)
1. Developmental Change in the Influence of Domain-General Abilities and Domain-Specific Knowledge on Mathematics Achievement: An Eight-Year Longitudinal Study. Geary DC; Nicholas A; Li Y; Sun J J Educ Psychol; 2017 Jul; 109(5):680-693. PubMed ID: 28781382 [TBL] [Abstract][Full Text] [Related]
2. Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities. Chu FW; vanMarle K; Geary DC Front Psychol; 2016; 7():775. PubMed ID: 27252675 [TBL] [Abstract][Full Text] [Related]
3. Cognitive predictors of children's development in mathematics achievement: A latent growth modeling approach. Xenidou-Dervou I; Van Luit JEH; Kroesbergen EH; Friso-van den Bos I; Jonkman LM; van der Schoot M; van Lieshout ECDM Dev Sci; 2018 Nov; 21(6):e12671. PubMed ID: 29691952 [TBL] [Abstract][Full Text] [Related]
4. Examining the relevance of basic numerical skills for mathematical achievement in secondary school using a within-task assessment approach. Blume F; Dresler T; Gawrilow C; Ehlis AC; Goellner R; Moeller K Acta Psychol (Amst); 2021 Apr; 215():103289. PubMed ID: 33711503 [TBL] [Abstract][Full Text] [Related]
5. Cognitive abilities as precursors of the early acquisition of mathematical skills during first through second grades. Passolunghi MC; Mammarella IC; Altoe G Dev Neuropsychol; 2008; 33(3):229-50. PubMed ID: 18473198 [TBL] [Abstract][Full Text] [Related]
6. The importance of domain-specific number abilities and domain-general cognitive abilities for early arithmetic achievement and development. Träff U; Skagerlund K; Östergren R; Skagenholt M Br J Educ Psychol; 2023 Sep; 93(3):825-841. PubMed ID: 37045076 [TBL] [Abstract][Full Text] [Related]
7. Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence. Hornung C; Schiltz C; Brunner M; Martin R Front Psychol; 2014; 5():272. PubMed ID: 24772098 [TBL] [Abstract][Full Text] [Related]
8. Cognitive predictors of achievement growth in mathematics: a 5-year longitudinal study. Geary DC Dev Psychol; 2011 Nov; 47(6):1539-52. PubMed ID: 21942667 [TBL] [Abstract][Full Text] [Related]
10. Early predictors of middle school fraction knowledge. Bailey DH; Siegler RS; Geary DC Dev Sci; 2014 Sep; 17(5):775-85. PubMed ID: 24576209 [TBL] [Abstract][Full Text] [Related]
11. Cognitive and numerosity predictors of mathematical skills in middle school. Cirino PT; Tolar TD; Fuchs LS; Huston-Warren E J Exp Child Psychol; 2016 May; 145():95-119. PubMed ID: 26826940 [TBL] [Abstract][Full Text] [Related]
12. The Role of Approximate Number System in Different Mathematics Skills Across Grades. Cai D; Zhang L; Li Y; Wei W; Georgiou GK Front Psychol; 2018; 9():1733. PubMed ID: 30279672 [TBL] [Abstract][Full Text] [Related]
13. Numerical and arithmetical cognition: a longitudinal study of process and concept deficits in children with learning disability. Geary DC; Hamson CO; Hoard MK J Exp Child Psychol; 2000 Nov; 77(3):236-63. PubMed ID: 11023658 [TBL] [Abstract][Full Text] [Related]
14. Working memory and individual differences in mathematics achievement: a longitudinal study from first grade to second grade. De Smedt B; Janssen R; Bouwens K; Verschaffel L; Boets B; Ghesquière P J Exp Child Psychol; 2009 Jun; 103(2):186-201. PubMed ID: 19281998 [TBL] [Abstract][Full Text] [Related]
15. Relative Contributions of Ünal ZE; Kartal G; Ulusoy S; Ala AM; Yilmaz MZ; Geary DC Intelligence; 2023; 101():. PubMed ID: 38053742 [TBL] [Abstract][Full Text] [Related]
16. The reciprocal internal/external frame of reference model using grades and test scores. Möller J; Zimmermann F; Köller O Br J Educ Psychol; 2014 Dec; 84(Pt 4):591-611. PubMed ID: 24953631 [TBL] [Abstract][Full Text] [Related]
17. Development of early domain-specific and domain-general cognitive precursors of high and low math achievers in grade 6. Träff U; Olsson L; Östergren R; Skagerlund K Child Neuropsychol; 2020 Nov; 26(8):1065-1090. PubMed ID: 32193970 [TBL] [Abstract][Full Text] [Related]
19. The Importance of Number Sense to Mathematics Achievement in First and Third Grades. Jordan NC; Glutting J; Ramineni C Learn Individ Differ; 2010 Apr; 20(2):82-88. PubMed ID: 20401327 [TBL] [Abstract][Full Text] [Related]
20. Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study. Reigosa-Crespo V; González-Alemañy E; León T; Torres R; Mosquera R; Valdés-Sosa M PLoS One; 2013; 8(11):e79711. PubMed ID: 24255710 [TBL] [Abstract][Full Text] [Related] [Next] [New Search]