64 related articles for article (PubMed ID: 35901670)
1. The role of working memory updating, inhibition, fluid intelligence, and reading comprehension in explaining differences between consistent and inconsistent arithmetic word-problem-solving performance.
Passolunghi MC; De Blas GD; Carretti B; Gomez-Veiga I; Doz E; Garcia-Madruga JA
J Exp Child Psychol; 2022 Dec; 224():105512. PubMed ID: 35901670
[TBL] [Abstract][Full Text] [Related]
2. Cognitive and Affective Correlates of Chinese Children's Mathematical Word Problem Solving.
Zhang J; Cheung SK; Wu C; Meng Y
Front Psychol; 2018; 9():2357. PubMed ID: 30618901
[TBL] [Abstract][Full Text] [Related]
3. Predicting word reading and comprehension with executive function and speed measures across development: a latent variable analysis.
Christopher ME; Miyake A; Keenan JM; Pennington B; DeFries JC; Wadsworth SJ; Willcutt E; Olson RK
J Exp Psychol Gen; 2012 Aug; 141(3):470-488. PubMed ID: 22352396
[TBL] [Abstract][Full Text] [Related]
4. The Demands of Simple and Complex Arithmetic Word Problems on Language and Cognitive Resources.
Hickendorff M
Front Psychol; 2021; 12():727761. PubMed ID: 34733206
[TBL] [Abstract][Full Text] [Related]
5. The influence of cognitive ability in Chinese reading comprehension: can working memory updating change Chinese primary school students' reading comprehension performance?
Gao J; Yang Z; Li F; Yasen B; Wen S
Front Psychol; 2023; 14():1283781. PubMed ID: 37794907
[TBL] [Abstract][Full Text] [Related]
6. Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners.
Cho E; Mancilla-Martinez J; Hwang JK; Fuchs LS; Seethaler PM; Fuchs D
J Learn Disabil; 2022; 55(6):513-527. PubMed ID: 35012396
[TBL] [Abstract][Full Text] [Related]
7. Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension.
Fuchs LS; Gilbert JK; Fuchs D; Seethaler PM; Martin BN
Sci Stud Read; 2018; 22(2):152-166. PubMed ID: 29643723
[TBL] [Abstract][Full Text] [Related]
8. Indirect and direct contributions of executive functions to reading comprehension.
Hwang H; Choi S; Guha M; McMaster K; Harsch R; Kendeou P
J Exp Child Psychol; 2024 Jul; 243():105925. PubMed ID: 38608513
[TBL] [Abstract][Full Text] [Related]
9. Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS.
Daucourt MC; Schatschneider C; Connor CM; Al Otaiba S; Hart SA
Front Psychol; 2018; 9():238. PubMed ID: 29662458
[TBL] [Abstract][Full Text] [Related]
10. Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?
Fuchs LS; Powell SR; Fall AM; Roberts G; Cirino P; Fuchs D; Gilbert JK
Contemp Educ Psychol; 2020 Jan; 60():. PubMed ID: 32542063
[TBL] [Abstract][Full Text] [Related]
11. Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach.
Spencer M; Fuchs LS; Fuchs D
Contemp Educ Psychol; 2020 Jan; 60():. PubMed ID: 33100485
[TBL] [Abstract][Full Text] [Related]
12. Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of "Far Transfer": Evidence From a Meta-Analytic Review.
Melby-Lervåg M; Redick TS; Hulme C
Perspect Psychol Sci; 2016 Jul; 11(4):512-34. PubMed ID: 27474138
[TBL] [Abstract][Full Text] [Related]
13. Tracing executive functions in insight.
Savinova A; Padalka J; Makarov I; Korovkin S
J Gen Psychol; 2024; 151(2):87-111. PubMed ID: 37294174
[TBL] [Abstract][Full Text] [Related]
14. Effects of intelligence and approximate number system on the non-symbolic division ability in preschoolers.
Kwon N; Kim SY
Front Psychol; 2023; 14():961140. PubMed ID: 37425165
[TBL] [Abstract][Full Text] [Related]
15. Using data to solve problems: Children reason flexibly in response to different kinds of evidence.
Busch JTA; Legare CH
J Exp Child Psychol; 2019 Jul; 183():172-188. PubMed ID: 30875548
[TBL] [Abstract][Full Text] [Related]
16. Boys' advantage in solving algebra word problems is mediated by spatial abilities and mathematics anxiety.
Geary DC; Hoard MK; Nugent L
Dev Psychol; 2023 Mar; 59(3):413-430. PubMed ID: 36048105
[TBL] [Abstract][Full Text] [Related]
17. Put you in the problem: Effects of self-pronouns on mathematical problem-solving.
Cunningham SJ; Ahmed Z; March J; Golden K; Wilks C; Ross J; McLean JF
Q J Exp Psychol (Hove); 2024 Feb; 77(2):308-325. PubMed ID: 37129461
[TBL] [Abstract][Full Text] [Related]
18. In Search of the Executive Cognitive Processes Proposed by Process-Overlap Theory.
Frischkorn GT; von Bastian CC
J Intell; 2021 Aug; 9(3):. PubMed ID: 34449666
[TBL] [Abstract][Full Text] [Related]
19. Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.
Fuchs LS; Seethaler PM; Sterba SK; Craddock C; Fuchs D; Compton DL; Geary DC; Changas P
J Educ Psychol; 2021 Jan; 113(1):86-103. PubMed ID: 33776137
[TBL] [Abstract][Full Text] [Related]
20. Domain-specific knowledge and domain-general abilities in children's science problem-solving.
Schäfer J; Reuter T; Karbach J; Leuchter M
Br J Educ Psychol; 2024 Jun; 94(2):346-366. PubMed ID: 38061789
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
