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Journal Abstract Search

365 related items for PubMed ID: 27921305

  • 1.
    ; . PubMed ID:
    [No Abstract] [Full Text] [Related]

  • 2. Non-symbolic approximate arithmetic training improves math performance in preschoolers.
    Park J, Bermudez V, Roberts RC, Brannon EM.
    J Exp Child Psychol; 2016 Dec; 152():278-293. PubMed ID: 27596808
    [Abstract] [Full Text] [Related]

  • 3. Does school mobility place elementary school children at risk for lower math achievement? The mediating role of cognitive dysregulation.
    Friedman-Krauss AH, Raver CC.
    Dev Psychol; 2015 Dec; 51(12):1725-39. PubMed ID: 26436870
    [Abstract] [Full Text] [Related]

  • 4. Children's early approaches to learning and academic trajectories through fifth grade.
    Li-Grining CP, Votruba-Drzal E, Maldonado-Carreño C, Haas K.
    Dev Psychol; 2010 Sep; 46(5):1062-77. PubMed ID: 20822223
    [Abstract] [Full Text] [Related]

  • 5. Early developmental trajectories of number knowledge and math achievement from 4 to 10 years: Low-persistent profile and early-life predictors.
    Garon-Carrier G, Boivin M, Lemelin JP, Kovas Y, Parent S, Séguin JR, Vitaro F, Tremblay RE, Dionne G.
    J Sch Psychol; 2018 Jun; 68():84-98. PubMed ID: 29861033
    [Abstract] [Full Text] [Related]

  • 6. Persistent Genetic and Family-Wide Environmental Contributions to Early Number Knowledge and Later Achievement in Mathematics.
    Garon-Carrier G, Boivin M, Kovas Y, Feng B, Brendgen M, Vitaro F, Séguin JR, Tremblay RE, Dionne G.
    Psychol Sci; 2017 Dec; 28(12):1707-1718. PubMed ID: 28972824
    [Abstract] [Full Text] [Related]

  • 7. Young children's core symbolic and nonsymbolic quantitative knowledge in the prediction of later mathematics achievement.
    Geary DC, vanMarle K.
    Dev Psychol; 2016 Dec; 52(12):2130-2144. PubMed ID: 27736101
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  • 9. Visual working memory and number sense: Testing the double deficit hypothesis in mathematics.
    Toll SW, Kroesbergen EH, Van Luit JE.
    Br J Educ Psychol; 2016 Sep; 86(3):429-45. PubMed ID: 27106767
    [Abstract] [Full Text] [Related]

  • 10. Early predictors of high school mathematics achievement.
    Siegler RS, Duncan GJ, Davis-Kean PE, Duckworth K, Claessens A, Engel M, Susperreguy MI, Chen M.
    Psychol Sci; 2012 Jul 01; 23(7):691-7. PubMed ID: 22700332
    [Abstract] [Full Text] [Related]

  • 11. Longitudinal relations among parents' reactions to children's negative emotions, effortful control, and math achievement in early elementary school.
    Swanson J, Valiente C, Lemery-Chalfant K, Bradley RH, Eggum-Wilkens ND.
    Child Dev; 2014 Jul 01; 85(5):1932-47. PubMed ID: 24916765
    [Abstract] [Full Text] [Related]

  • 12. Maternal Support of Children's Early Numerical Concept Learning Predicts Preschool and First-Grade Math Achievement.
    Casey BM, Lombardi CM, Thomson D, Nguyen HN, Paz M, Theriault CA, Dearing E.
    Child Dev; 2018 Jan 01; 89(1):156-173. PubMed ID: 27861760
    [Abstract] [Full Text] [Related]

  • 13. 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 01; 36(2):804-26. PubMed ID: 25327879
    [Abstract] [Full Text] [Related]

  • 14. Knowing what they know: Preschool teachers' knowledge of math skills and its relation to instruction.
    Ban J, Msall C, Douglas AA, Rittle-Johnson B, Laski EV.
    J Exp Child Psychol; 2024 Oct 01; 246():105996. PubMed ID: 38981334
    [Abstract] [Full Text] [Related]

  • 15. 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 01; 140():38-55. PubMed ID: 26218333
    [Abstract] [Full Text] [Related]

  • 16. Testing longitudinal associations between executive function and academic achievement.
    Willoughby MT, Wylie AC, Little MH.
    Dev Psychol; 2019 Apr 01; 55(4):767-779. PubMed ID: 30589340
    [Abstract] [Full Text] [Related]

  • 17. School readiness and later achievement: replication and extension using a nationwide Canadian survey.
    Romano E, Babchishin L, Pagani LS, Kohen D.
    Dev Psychol; 2010 Sep 01; 46(5):995-1007. PubMed ID: 20822218
    [Abstract] [Full Text] [Related]

  • 18. Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills.
    Lonigan CJ, Allan DM, Goodrich JM, Farrington AL, Phillips BM.
    J Learn Disabil; 2017 Sep 01; 50(4):373-385. PubMed ID: 26631366
    [Abstract] [Full Text] [Related]

  • 19. Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades.
    Blair C, Ursache A, Greenberg M, Vernon-Feagans L, Family Life Project Investigators.
    Dev Psychol; 2015 Apr 01; 51(4):459-72. PubMed ID: 25688999
    [Abstract] [Full Text] [Related]

  • 20. Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics.
    Dillon MR, Kannan H, Dean JT, Spelke ES, Duflo E.
    Science; 2017 Jul 07; 357(6346):47-55. PubMed ID: 28684518
    [Abstract] [Full Text] [Related]

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