David C Geary,Mary K Hoard,Lara Nugent et al.
David C Geary et al.
The study tested the hypothesis that there are sex differences in the pathways to mathematical development. Three hundred forty-two adolescents (169 boys) were assessed in various mathematics areas from arithmetic fluency to algebra across ...
A Randomized Controlled Trial of a Smartphone-Based Well-Being Training in Public School System Employees During the COVID-19 Pandemic [0.03%]
基于智能手机的福祉训练在COVID-19大流行期间公立学校系统员工中的随机对照试验
Matthew J Hirshberg,Corrina Frye,Cortland J Dahl et al.
Matthew J Hirshberg et al.
While the extraordinary pressures of the COVID-19 pandemic on student mental health have received considerable attention, less attention has been placed on educator well-being. School system employees play a vital role in society, and teach...
Parental math input is not uniformly beneficial for young children: The moderating role of inhibitory control [0.03%]
家长的数学输入对幼儿并非总是有益：抑制控制的调节作用
Alex M Silver,Leanne Elliott,Melissa E Libertus
Alex M Silver
Recent work has stressed the importance of considering child-level propensities and environmental opportunities when studying early math achievement; however, few studies investigate the interaction between these factors. This study examine...
Academic Acceleration in Gifted Youth and Fruitless Concerns Regarding Psychological Well-Being: A 35-Year Longitudinal Study [0.03%]
gifted youth的学术加速与关于心理健康的心理顾虑（一项35年纵向研究）
Brian O Bernstein,David Lubinski,Camilla P Benbow
Brian O Bernstein
Academic acceleration of intellectually precocious youth is believed to harm overall psychological well-being even though short-term studies do not support this belief. Here we examine the long-term effects. Study 1 involves three cohorts i...
Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory [0.03%]
注意、学习和记忆存在障碍的儿童的认知特征
Joni Holmes,Jacalyn Guy,Rogier A Kievit et al.
Joni Holmes et al.
A data-driven, transdiagnostic approach was used to identify the cognitive dimensions linked with learning in a mixed group of 805 children aged 5 to 18 years recognised as having problems in attention, learning and memory by a health or ed...
Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading-Writing Relations, and Dynamic Relations As a Function of Measurement/Dimensions of Written Composition [0.03%]
扩展写作直接和间接效应模型(DIEW)：读写关系及作为构念/维度的书面作文功能的动态关系
Young-Suk Grace Kim,Steve Graham
Young-Suk Grace Kim
Within the context of the Direct and Indirect Effects model of Writing, we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a fun...
Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes [0.03%]
早期干预与阅读障碍儿童风险：干预年级和个体差异对干预效果的影响
Maureen W Lovett,Jan C Frijters,Maryanne Wolf et al.
Maureen W Lovett et al.
Across multiple schools in three sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to...
How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities [0.03%]
阅读方式影响阅读收益：阅读系统功能组织的个体差异预测阅读障碍儿童的干预效果
Noam Siegelman,Jay G Rueckl,Mark van den Bunt et al.
Noam Siegelman et al.
There is now considerable evidence regarding the types of interventions that are effective at remediating reading disabilities on average. It is generally unclear, however, what predicts the magnitude of individual-level change following a ...
Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes [0.03%]
数学与阅读发展之间的关系：数字认知介导了基础能力与后续学业成就之间的关系
Mercedes Spencer,Lynn S Fuchs,David C Geary et al.
Mercedes Spencer et al.
We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavi...
Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners [0.03%]
跨语言高阶认知技能及其在英语-西班牙语双语学习者写作中的作用
Young-Suk Grace Kim,Alissa Wolters,Janet Mercado et al.
Young-Suk Grace Kim et al.
We investigated the dimensionality and relations between L1 and L2 writing skills in narrative and informational genres, and higher order cognitive skills-inference, perspective taking, and comprehension monitoring-for Spanish-English dual ...