Results 181 to 190 of about 385,673 (291)

Mathematical Modeling, Simulation and Control of Ball and Beam System

open access: yesInternational Journal of Engineering Research and, 2015
null Mr. Hrishikesh R. Shirke   +1 more
openaire   +1 more source

Visual Perception and Fine Motor Skills Mediate Effects of Very Preterm Birth on Visual‐Motor Integration

open access: yesActa Paediatrica, EarlyView.
ABSTRACT Aim The developmental profile underlying visual‐motor difficulties in very preterm children (< 32 weeks gestation) remains unclear. The aim is to test whether visual perception and fine motor skills mediate effects of very preterm birth on visual‐motor integration before school entry.
Anne‐Kathrin Dathe   +4 more
wiley   +1 more source

Examining associations between foundational and complex mathematics skills in people with Down syndrome and typically developing children

open access: yesBritish Journal of Developmental Psychology, EarlyView.
Abstract Acquiring mathematical competence is essential to independent living. In this study, we investigated the mathematics profile in young people with Down syndrome (DS), and the relations between foundational and more complex mathematics skills.
Su Morris   +2 more
wiley   +1 more source

School achievement in the Brazilian rural Amazon: An analysis of the interaction among motor, cognitive and environmental factors

open access: yesBritish Journal of Developmental Psychology, EarlyView.
Abstract A cross‐sectional study of 106 students (7–12 years) from a rural school in the Brazilian Amazon investigated the interaction among motor, cognitive and environmental factors on school achievement using network analysis. Students with good school performance were significantly older and showed superior global physical fitness, motor ...
Douglas Vieira   +3 more
wiley   +1 more source

Beyond performance: Emotions before and after semi‐high‐stakes mathematics testing among school‐aged students

open access: yesBritish Journal of Educational Psychology, EarlyView.
Abstract Background Previous research has shown that testing differs significantly from other classroom activities and is associated with heightened negative emotions and lower levels of positive emotions. However, relatively little is known about students' emotions surrounding testing, particularly in higher‐stakes assessment settings. Aims This study
Reetta Kyynäräinen   +5 more
wiley   +1 more source

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