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Journal Abstract Search

251 related items for PubMed ID: 4579495

  • 21.
    ; . PubMed ID:
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  • 22.
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  • 23. Executive function in context: development, measurement, theory, and experience.
    Carlson SM.
    Monogr Soc Res Child Dev; 2003; 68(3):138-51. PubMed ID: 14723274
    [No Abstract] [Full Text] [Related]

  • 24. The influence of cognitive style on perceptual learning.
    Odom RD, McIntyre CW, Neale GS.
    Child Dev; 1971 Sep; 42(3):883-91. PubMed ID: 5121104
    [No Abstract] [Full Text] [Related]

  • 25.
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  • 26. Intertask correspondence in the five to seven shift: transposition, cue interference, and spatial memory.
    Corsini DA, Berg AJ.
    Child Dev; 1973 Sep; 44(3):467-75. PubMed ID: 4730532
    [No Abstract] [Full Text] [Related]

  • 27. Intellectual realism in children's drawings of a familiar object with distinctive features.
    Freeman NH, Janikoun R.
    Child Dev; 1972 Sep; 43(3):1116-21. PubMed ID: 5056604
    [No Abstract] [Full Text] [Related]

  • 28.
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  • 29. [Cognitive functions, their development and modern diagnostic methods].
    Klasik A, Janas-Kozik M, Krupka-Matuszczyk I, Augustyniak E.
    Przegl Lek; 2006 Sep; 63 Suppl 1():29-34. PubMed ID: 17471820
    [Abstract] [Full Text] [Related]

  • 30. Negative transfer as a function of IQ and mode of presentation in paired-associate learning.
    Kirk WJ, Johnson JT.
    J Exp Child Psychol; 1972 Oct; 14(2):233-41. PubMed ID: 4651278
    [No Abstract] [Full Text] [Related]

  • 31. Eye movements and conservation acceleration.
    Boersma FJ, Wilton KM.
    J Exp Child Psychol; 1974 Feb; 17(1):49-60. PubMed ID: 4816649
    [No Abstract] [Full Text] [Related]

  • 32. Verbal learning in children: implications for developmental research.
    Goulet LR.
    Psychol Bull; 1968 May; 69(5):359-76. PubMed ID: 4873056
    [No Abstract] [Full Text] [Related]

  • 33. The effects of rehearsal instructions upon the paired-associate learning of normal and retarded subjects.
    Gordon DA, Baumeister AA.
    J Genet Psychol; 1972 Sep; 121(1st Half):31-9. PubMed ID: 5069757
    [No Abstract] [Full Text] [Related]

  • 34.
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  • 35. Obsessional neurosis: etiology and biopsychological presuppositions. A comparative study involving Freudian and Piagetian theory.
    Pivetta R.
    Genet Psychol Monogr; 1973 Nov; 88(2):287-304. PubMed ID: 4796694
    [No Abstract] [Full Text] [Related]

  • 36. The relevance of memory, arousal, and cue factors to developmental changes in spontaneous alternation by rats.
    Egger GJ.
    Dev Psychobiol; 1973 Sep; 6(5):459-68. PubMed ID: 4752875
    [No Abstract] [Full Text] [Related]

  • 37. Application of Hull-Spence theory to the discrimination learning of children.
    Spiker CC.
    Adv Child Dev Behav; 1971 Sep; 6():99-152. PubMed ID: 5162157
    [No Abstract] [Full Text] [Related]

  • 38. Intralist interference and imagery in deaf and hearing children.
    Reese HW, Parkington JJ.
    J Exp Child Psychol; 1973 Aug; 16(1):165-83. PubMed ID: 4722556
    [No Abstract] [Full Text] [Related]

  • 39.
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  • 40. Neonatal Behavioral Assessment Scale as a predictor of cognitive development and IQ in full-term infants: a 6-year longitudinal study.
    Canals J, Hernández-Martínez C, Esparó G, Fernández-Ballart J.
    Acta Paediatr; 2011 Oct; 100(10):1331-7. PubMed ID: 21466583
    [Abstract] [Full Text] [Related]

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