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 *

362 related articles for article (PubMed ID: 35148787)

  • 1. Relating mathematical abilities to numerical skills and executive functions in informal and formal schooling.
    Wongupparaj P; Kadosh RC
    BMC Psychol; 2022 Feb; 10(1):27. PubMed ID: 35148787
    [TBL] [Abstract][Full Text] [Related]  

  • 2. A structural equation modeling of executive functions, IQ and mathematical skills in primary students: Differential effects on number production, mental calculus and arithmetical problems.
    Arán Filippetti V; Richaud MC
    Child Neuropsychol; 2017 Oct; 23(7):864-888. PubMed ID: 27387447
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Executive Functions and Visual-Spatial Skills Predict Mathematical Achievement: Asymmetrical Associations Across Age.
    Kahl T; Grob A; Segerer R; Möhring W
    Psychol Res; 2021 Feb; 85(1):36-46. PubMed ID: 31560097
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Preschool executive functioning abilities predict early mathematics achievement.
    Clark CAC; Pritchard VE; Woodward LJ
    Dev Psychol; 2010 Sep; 46(5):1176-1191. PubMed ID: 20822231
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Attention, inhibitory control and early mathematical skills in preschool students.
    Cueli M; Areces D; García T; Alves RA; González-Castro P
    Psicothema; 2020 May; 32(2):237-244. PubMed ID: 32249750
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities.
    Libertus ME; Feigenson L; Halberda J
    J Exp Child Psychol; 2013 Dec; 116(4):829-38. PubMed ID: 24076381
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Basic numerical processes in very preterm children: a critical transition from preschool to school age.
    Guarini A; Sansavini A; Fabbri M; Alessandroni R; Faldella G; Karmiloff-Smith A
    Early Hum Dev; 2014 Mar; 90(3):103-11. PubMed ID: 24331582
    [TBL] [Abstract][Full Text] [Related]  

  • 8. 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]  

  • 9. 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]  

  • 10. Domain-general and domain-specific influences on emerging numerical cognition: Contrasting uni-and bidirectional prediction models.
    Coolen I; Merkley R; Ansari D; Dove E; Dowker A; Mills A; Murphy V; von Spreckelsen M; Scerif G
    Cognition; 2021 Oct; 215():104816. PubMed ID: 34224977
    [TBL] [Abstract][Full Text] [Related]  

  • 11. 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]  

  • 12. Low performance on mathematical tasks in preschoolers: the importance of domain-general and domain-specific abilities.
    Costa HM; Nicholson B; Donlan C; Van Herwegen J
    J Intellect Disabil Res; 2018 Apr; 62(4):292-302. PubMed ID: 29349826
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling.
    Matejko AA; Ansari D
    PLoS One; 2016; 11(3):e0149863. PubMed ID: 26930195
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Symbolic versus non-symbolic training for improving early numeracy in preschoolers at risk of developing difficulties in mathematics.
    Tobia V; Bonifacci P; Marzocchi GM
    Res Dev Disabil; 2021 Apr; 111():103893. PubMed ID: 33582478
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Processing of space, time, and number contributes to mathematical abilities above and beyond domain-general cognitive abilities.
    Skagerlund K; Träff U
    J Exp Child Psychol; 2016 Mar; 143():85-101. PubMed ID: 26637947
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Mathematical difficulties in developmental coordination disorder: Symbolic and nonsymbolic number processing.
    Gomez A; Piazza M; Jobert A; Dehaene-Lambertz G; Dehaene S; Huron C
    Res Dev Disabil; 2015; 43-44():167-78. PubMed ID: 26188690
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Executive function and magnitude skills in preschool children.
    Prager EO; Sera MD; Carlson SM
    J Exp Child Psychol; 2016 Jul; 147():126-39. PubMed ID: 27082019
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Mathematical skills of 11-year-old children born very preterm and full-term.
    Halme H; McMullen J; Nanu CE; Nyman A; ; Hannula-Sormunen MM
    J Exp Child Psychol; 2022 Jul; 219():105390. PubMed ID: 35219122
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling.
    Gilmore CK; McCarthy SE; Spelke ES
    Cognition; 2010 Jun; 115(3):394-406. PubMed ID: 20347435
    [TBL] [Abstract][Full Text] [Related]  

  • 20. The importance of visuospatial abilities for verbal number skills in preschool: Adding spatial language to the equation.
    Georges C; Cornu V; Schiltz C
    J Exp Child Psychol; 2021 Jan; 201():104971. PubMed ID: 32916593
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 19.