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.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

248 related articles for article (PubMed ID: 30597527)

  • 21. The development of number line estimation in children at risk of mathematics learning difficulties: A longitudinal study.
    Ruiz C; Kohnen S; Muñez D; Bull R
    J Exp Child Psychol; 2024 Jul; 243():105916. PubMed ID: 38613903
    [TBL] [Abstract][Full Text] [Related]  

  • 22. How preschool executive functioning predicts several aspects of math achievement in Grades 1 and 3: A longitudinal study.
    Viterbori P; Usai MC; Traverso L; De Franchis V
    J Exp Child Psychol; 2015 Dec; 140():38-55. PubMed ID: 26218333
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Visual sustained attention and numerosity sensitivity correlate with math achievement in children.
    Anobile G; Stievano P; Burr DC
    J Exp Child Psychol; 2013 Oct; 116(2):380-91. PubMed ID: 23933254
    [TBL] [Abstract][Full Text] [Related]  

  • 24. Independent contributions of the central executive, intelligence, and in-class attentive behavior to developmental change in the strategies used to solve addition problems.
    Geary DC; Hoard MK; Nugent L
    J Exp Child Psychol; 2012 Sep; 113(1):49-65. PubMed ID: 22698947
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Numerical magnitude processing impairments in genetic syndromes: a cross-syndrome comparison of Turner and 22q11.2 deletion syndromes.
    Brankaer C; Ghesquière P; De Wel A; Swillen A; De Smedt B
    Dev Sci; 2017 Nov; 20(6):. PubMed ID: 27748007
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Individual differences in basic numerical skills: The role of executive functions and motor skills.
    Gashaj V; Oberer N; Mast FW; Roebers CM
    J Exp Child Psychol; 2019 Jun; 182():187-195. PubMed ID: 30831383
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Impaired large numerosity estimation and intact subitizing in developmental dyscalculia.
    Decarli G; Paris E; Tencati C; Nardelli C; Vescovi M; Surian L; Piazza M
    PLoS One; 2020; 15(12):e0244578. PubMed ID: 33382740
    [TBL] [Abstract][Full Text] [Related]  

  • 28. Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement.
    Mazzocco MM; Myers GF; Lewis KE; Hanich LB; Murphy MM
    J Exp Child Psychol; 2013 Jun; 115(2):371-87. PubMed ID: 23587941
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Inhibitory ability of children with developmental dyscalculia.
    Zhang H; Wu H
    J Huazhong Univ Sci Technolog Med Sci; 2011 Feb; 31(1):131-136. PubMed ID: 21336738
    [TBL] [Abstract][Full Text] [Related]  

  • 30. Relations between numerical, spatial, and executive function skills and mathematics achievement: A latent-variable approach.
    Hawes Z; Moss J; Caswell B; Seo J; Ansari D
    Cogn Psychol; 2019 Mar; 109():68-90. PubMed ID: 30616227
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Arithmetic strategy development and its domain-specific and domain-general cognitive correlates: a longitudinal study in children with persistent mathematical learning difficulties.
    Vanbinst K; Ghesquière P; De Smedt B
    Res Dev Disabil; 2014 Nov; 35(11):3001-13. PubMed ID: 25124698
    [TBL] [Abstract][Full Text] [Related]  

  • 32. Math anxiety and developmental dyscalculia: A study on working memory processes.
    Mammarella IC; Hill F; Devine A; Caviola S; Szűcs D
    J Clin Exp Neuropsychol; 2015; 37(8):878-87. PubMed ID: 26313516
    [TBL] [Abstract][Full Text] [Related]  

  • 33. Development of brain systems for nonsymbolic numerosity and the relationship to formal math academic achievement.
    Haist F; Wazny JH; Toomarian E; Adamo M
    Hum Brain Mapp; 2015 Feb; 36(2):804-26. PubMed ID: 25327879
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia).
    Mazzocco MM; Feigenson L; Halberda J
    Child Dev; 2011; 82(4):1224-37. PubMed ID: 21679173
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Developmental Dyscalculia is Characterized by Order Processing Deficits: Evidence from Numerical and Non-Numerical Ordering Tasks.
    Morsanyi K; van Bers BMCW; O'Connor PA; McCormack T
    Dev Neuropsychol; 2018; 43(7):595-621. PubMed ID: 30058838
    [TBL] [Abstract][Full Text] [Related]  

  • 36. The measurement of executive function at age 5: psychometric properties and relationship to academic achievement.
    Willoughby MT; Blair CB; Wirth RJ; Greenberg M
    Psychol Assess; 2012 Mar; 24(1):226-39. PubMed ID: 21966934
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Evidence for the role of inhibition in numerical comparison: A negative priming study in 7- to 8-year-olds and adults.
    Viarouge A; Houdé O; Borst G
    J Exp Child Psychol; 2019 Oct; 186():131-141. PubMed ID: 31254911
    [TBL] [Abstract][Full Text] [Related]  

  • 38. A general number-to-space mapping deficit in developmental dyscalculia.
    Huber S; Sury D; Moeller K; Rubinsten O; Nuerk HC
    Res Dev Disabil; 2015; 43-44():32-42. PubMed ID: 26151441
    [TBL] [Abstract][Full Text] [Related]  

  • 39. Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disability.
    Chu FW; vanMarle K; Hoard MK; Nugent L; Scofield JE; Geary DC
    J Exp Child Psychol; 2019 Dec; 188():104668. PubMed ID: 31430570
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Using confirmatory factor analysis to understand executive control in preschool children: sources of variation in emergent mathematic achievement.
    Bull R; Espy KA; Wiebe SA; Sheffield TD; Nelson JM
    Dev Sci; 2011 Jul; 14(4):679-92. PubMed ID: 21676089
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 13.