Inter-Parietal White Matter Development Predicts Numerical Performance in Young Children [0.03%]
顶叶间白质发育预测幼儿的数值表现
Jessica F Cantlon,Simon W Davis,Melissa E Libertus et al.
Jessica F Cantlon et al.
In an effort to understand the role of interhemispheric transfer in numerical development, we investigated the relationship between children's developing knowledge of numbers and the integrity of their white matter connections between the c...
The etiology of mathematical self-evaluation and mathematics achievement: understanding the relationship using a cross-lagged twin study from age 9 to 12 [0.03%]
数学自我评价和学业成就的病因学：使用纵向双生子研究（从9岁到12岁）理解两者间的关系
Yu L L Luo,Yulia Kovas,Claire M A Haworth et al.
Yu L L Luo et al.
The genetic and environmental origins of individual differences in mathematical self-evaluation over time and its association with later mathematics achievement were investigated in a UK sample of 2138 twin pairs at ages 9 and 12. Self-eval...
The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study [0.03%]
关于整数和有理数运算技能的认知预测因素：一项探索性研究
Pamela M Seethaler,Lynn S Fuchs,Jon R Star et al.
Pamela M Seethaler et al.
The purpose of the present study was to explore the 3(rd)-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computation...
Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample [0.03%]
基于大样本的具有代表性的全国数据探究5-17岁儿童执行功能与学业成就的关系
John R Best,Patricia H Miller,Jack A Naglieri
John R Best
This study examined age-related changes in complex executive function (EF) in a large, representative sample (N = 2,036) aged 5 to 17 using the Cognitive Assessment System (CAS; Naglieri & Das, 1997a). Relations between complex EF and acade...
Rebecca Bull,Marc Marschark,Patty Sapere et al.
Rebecca Bull et al.
Deaf students often lag behind hearing peers in numerical and mathematical abilities. Studies of hearing children with mathematical difficulties highlight the importance of estimation skills as the foundation for formal mathematical abiliti...
A Twin and Adoption Study of Reading Achievement: Exploration of Shared-Environmental and Gene-Environment-Interaction Effects [0.03%]
一项关于阅读成就的双胞胎和领养者研究：共处环境效应及基因与环境交互作用效应的探索性研究
Robert M Kirkpatrick,Lisa N Legrand,William G Iacono et al.
Robert M Kirkpatrick et al.
Existing behavior-genetic research implicates substantial influence of heredity and modest influence of shared environment on reading achievement and reading disability. Applying DeFries-Fulker analysis to a combined sample of twins and ado...
Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders [0.03%]
二、三年级学生特定工作记忆成分对数学学业成就的差异化贡献
M L Meyer,V N Salimpoor,S S Wu et al.
M L Meyer et al.
The contribution of the three core components of working memory (WM) to the development of mathematical skills in young children is poorly understood. The relation between specific WM components and Numerical Operations, which emphasize com...
Ken B Hanscombe,Claire M A Haworth,Oliver S P Davis et al.
Ken B Hanscombe et al.
Chaos in the home is a key environment in cognitive and behavioral development. However, we show that children's experience of home chaos is partly genetically mediated. We assessed children's perceptions of household chaos at ages 9 and 12...
Phonological Awareness and Rapid Automatized Naming Predicting Early Development in Reading and Spelling: Results from a Cross-Linguistic Longitudinal Study [0.03%]
音系意识和快速自动化命名预测阅读和拼写早期发展：来自跨语言纵向研究的结果
Bjarte Furnes,Stefan Samuelsson
Bjarte Furnes
In this study, the relationship between latent constructs of phonological awareness (PA) and rapid automatized naming (RAN) were investigated and related to later measures of reading and spelling in children learning to read in different al...
Self-Regulation Mediates the Relationship between Learner Typology and Achievement in At - Risk Children [0.03%]
自我调节在学习者类型与风险儿童学业成就之间的关系中起到中介作用
Keri Weed,Deborah Keogh,John G Borkowski et al.
Keri Weed et al.
A person-centered approach was used to explore the mediating role of self-regulation between learner typology at age 8 and academic achievement at age 14while controlling for domain-specific achievement in a longitudinal sample of 113 child...